lesson plan friday october 23,2015

Friday October 23,20157:00-7:20 Flag Ceremony7:20-8:20 English V – Green I. Objective:

Use the two- word verbs (PELC 8.4)Give possible causes to a given effect

II. Subject Matter:Story:“ Why Hens Keep Scratching” Author; Evelyn B. Angeles Illustrator: Victoria Roxas2.1 Strategies: Read aloud, questioning, sequencing events2.2 References: English for All Times, Reading,p 211 Fun in English Manual, pp. 167 Expressways English Reading, pp. 132 Expressways English Language, p. 1722.3 Values integration: Love and concern for Animals2.4 Curriculum Link: Science: Characteristics of a hen. Art: Drawing of a hen. Comprehension: Answering question in a story listened to

III. Materials:Charts, pictureIV. Learning Activities:

A. Preliminary Activities: 1.Spelling

2. Phonics:Read the following phonic words

with silent letters.

B. Developing English Language Competencies 1. Review

Why did Mr. Hawk get angry with the hen? How did Mr. Hawk punish the hen? Do you think the hen deserved that punishment? Why?

2. Motivation Sing a song with action‘Tong tongtongpakitongkitong’

3. PresentationRead the following sentences.(1.) The little hen saw a shining ,

delicious grain on the lane, she picked it up and ate it.

(2.) When Pretty Little Hen looked up ,she saw Mr. Hawk up the tall mango tree.

(3.) Mr. Cock stared angrily at the hen looking at the ring around her neck.

4. Discussion:Elicitation:1. What are the underlined words?2. What have you observed to the

underlined words?3. What do you call these words?4. How many verbs are there?5. What makes up these two-words

verbs?5. Activities:

Controlled: Match the meaning of the two- word verb in column A to column B. A BLooked up direct the eyes Look down watch without participating Keep up return a telephone call Pay back continue Throw away return money to someone Call back put in the task

5.2 Semi-controlledChoose the correct answer to complete the sentence.

1. I have (figure out, figure in) the solution to the problem.

2. Please ( turn down, turn away) the solution to this problem

3. (cross out, cross off) all the verbs in the paretheses.

4. (Get off, get down) the bus when you reach the market.

5. ( Look up, Look out) the synonym of fear.

5.3 Immediate CreativityWhat will you say if –1. you want people not to walk on

the grass? (keep off the grass)

2. you want people to stay far from dangerous place? (Danger, Keep out)

3. you want someone to move fast? (Hurry Up)

4. you want people to continue watching the show? (Keep on watching)

5. you are congratulating children want to continue their studies?(Keep up the good work)

6 Application: Change the underlined word in each sentence with a two-word verb listed inside the box.

Back up call on put on

Look over put off catch up

1. We have to support our candidate. 2. Please visit us before you leave for home.3. I will wear my Sunday dress.4. Examine your work before you submit it.5. Do not delay for tomorrow what you can do for today. 7 Generalization: What is a verb? What is a two-word verb? A verb is an action word. It may be a single word. A two-word verb is a fixed combination of verbs and preposition such as send off, take back, get on. V. Evaluation: Fill in the blank with appropriate two-word verbs.

1. Have you _______ the new pair of socks your aunt gave you?(put on , put off)

2. The old man fell from the bus when he was about to _______ .(get on, get off)

3. Please _______ the TV, for some news. (turn on, turn off)

4. _______ the meaning of this word in the glossary( look in, look for)

5. I _____ all the two-word verbs in the parentheses. (cross out, cross off)

V. Assignment:Read each question. Use turn on, turn off, get on, get off, put on, put off, or take off. Write your answer on the space provided

for.1. Did you ______ the TV?2. Will you ______ the LRT in going to

Monumento?3. On what station will you ______?4. Will you ______ your new shoes?5. Why did you ______ your dress after

five minutes? INDEX OF MASTERY Grade V – Green543210______________________________

MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow 1:20-2:20 V-White2:20-3:20 V-Blue

I. Objective: Multiply mixed form by a fraction

Value: Value of wise buying and choosing the right kind of food

II. Learning ContentMultiplying Mixed Form by a Fraction

References: BEC-PELC II D1.3.3 Enfolding Mathematics V

Materials: flashcards, activity cards, coin, number card

III. Learning Experiences:A. Preparatory Activities:

1. Drill on Multiplication Facts:8 x 9 = 9 x 5 =3 x 7 = 10 x 13 =42 x 8 =

Drill on Changing Mixed Forms to Improper Fraction:

Give the improper fraction of the following: (using flashcards)

7 2/3 8 5/630 2/5 36 2/324 1/5

2. Review:Review on Multiplication of

Fractions1/8 x ¼ = ½ x 1/3 =2/5 x 2/8 = 2/5 x ½ = 3/5 x

2/3 =

B. Developmental Activities:1. Presentation:

Strategy 1 : Use a problem opener with pictorials.

Sample: Show pictures of different foods items like fruits, candies, junk food etc.

Problem:Mother bought 1 ¾ kg of mangoes. Elsa ate 1/5 of this for recess and lunch. How many kilograms of mangoes were eaten by Elsa?

1. Ask the following questions: a. What are we asked to find? b. What are the given facts? c. How do we solve the problem?

What operation do we used to solve the problem? d. How do we translate the

expression 1/5 of 1 ¾ = N into a mathematical equation? What operation do we use in place of the preposition of?

e. What shall we do with 1 ¾ first to be able to solve the problem?

f. How do we rename 1 ¾ into fraction?

2. Ask 5 volunteers pupils to solve and explain on the board, one by one.

3. What kind of food should we

buy and eat for our body?

2. Practice Exercises:

Performed an indicated:1. 5 ½ x 2/3 = 2. 2/5

x 6 ½ = 3. 3 4/5 x 2/7 =

3. Generalization: When multiplying a mixed

form and a fraction, rename the first mixed form into an improper fraction. Then, multiply the improper fractions with the given fraction. Always express the answer in simplest form

IV. Evaluation: Find the products. Use cancellations if possible so that the answer is expressed in lowest terms.

1. 4/10 x 1 ½ =2. 1 3/5 x ¾ =3. 1/7 x 1 ¾ =4. 1 1/5 x 3/5 =5. 3 2/7 x ½ =

V. Assignment

Answer what is asked for the following:1. If you multiply 5/6 and 3 4/5, what will

you get? _________2. Find the value of N in the equation N =

4/7 x 6 3/5. 3. the product of 5/8 and 4 5/6 is what

number? ________4. I f2/9 and 1 5/8 are multiplied together,

the product is ________.5. What is the product of 2/3 x 1/5 x 4 2/5?

Index of MasteryV - G V - R V - Y V -W V - B

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Match the meaning of the two-word verb in column

_____ Mr. Cock got angry at Pretty Little Hen so she threw away the ring. _____ Mr. Cock saw his girlfriend pretty Little Hen showing off her ring.

A. Another Group ActivityGroup 1: Draw the animals in the story. Color them.Group 2: Ask the pupils to act out the part when Pretty little Hen was surprised when she saw Mr. Hawk up the tall mango tree.Group 3. Dramatize the events why Mr. Hawk got angry at pretty little Hen.Group 4: Same with group 2.

IV. Assignment: Write a short dialogue about the story.

INDEX OF MASTERY Grade V – Green543210-------------------------------------------------------

MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow 1:20-2:20 V-White2:20-3:20 V-Blue

I. Objectives:

Cognitive: Find a fractional part of a number

Values: Alertness, Active participation

II. Learning ContentSkills: Find a fractional part of a

numberReferences: BEC PELC II D 1.2

Enfolding Mathematics VMaterials: Bottles or other actual

objects, pictures of objects.

II. Learning Experiences:

A. Preparatory Activities:Review on visualization of fractions Strategy : Drawing on show-me-cards. Show the following by drawing.

1. ½ x 5/6 = N 2. 2/3 x 4/5 = N 3. 5/6 x 2/3 = N 4. 3/4 x 2/5 = N 5. 1/8 x 3/5 = N


Strategy: Manipulating ActivityMechanics:a. Twelve bottles are placed on the table in front of the class. b. Write on the board ½ ,1/3, 2/3, 1/6, 5/6.c. Pupils look at the first fraction written onthe board and determine under the table. Repeat the activity for 1/3, 2/3, 1/6, 5/6. d. Pupils compare and discuss answers.

2. Practice ExercisesMultiply. Write each answer in lowest terms.a. 7/8 x 5 = b. 3/7 x 21 = c. 14 x 5/6 = d. 8 x 5/7 = e. 15 x 2/3 =

3. Generalization:In multiplying a whole number

by fraction, rename the whole number as fraction then multiply. Always express the answer in lowest terms.

To multiply the whole number By a fraction, multiply thewhole number by. the numerator.

Copy the denominator. Alwaysexpress the answers in lower terms.

IV. Evaluation:Multiply. Write each answer in

lowest terms.1. 3/7 x 120 = 2. 1/4 x 80 = 3. 12 x 2/7 = 4. 15 x 5/6 5. 27 x 3/5 =

V. Assignment:

Find the product. Always expressanswers in lowest terms.6. 25 x ¾ =7. 5/8 x 45 =8. 40 x 5/6 =9. 5/6 x 120 =10. 27 x 3/5 =


5

4

3

2

1

0

IV. Evaluation:(1) What is the story about?(2) Who were the character s in the story?(3) Where did the story happen?(4) Who did Pretty Little Hen see?(5) What did the Hawk feel when he saw Pretty Little Hen?

IV. AssignmentBased on the story we have read, Why didMr Hawk get angry with the hen? How did the Hawk permit her?


MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow1:20-2:20 V-White2:20-3:20 V-Blue

I. Objective: Subtract mixed decimals with

regrouping

Value: Accuracy, working willingly, thrift

II. Learning ContentSubtract mixed decimals with

regrouping

References: BEC-PELC II G 2.b Enfolding Mathematics V

Materials: flashcards


1. Mental Computation:Drill on subtracting from multiples

of 10a. 50 – 27 =

b. 30 – 16 =c. 20 – 12 =d. 60 – 23 =

2. Review:subtract the following:1. 1.257 + 2.3 + 3.426 = N

2. 2.5 + 3.057 = N 3. 2.37 + 13.316 + 8.045 = N


Strategy: Problem opener (written on manila paper)

Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of flour were left? Ask these questions: 1. What is asked in the problem? 2. What are the given data? 3. What process are you going to

use? 4. What is the mathematical

sentence?5. Solve the problem. Show the

solution.

2. Practice Exercises:1. 25.17 2. 6.14 3. 8.53

- 8.23- 4.76- 9.35

4. 26.30 5. 63.22

- 24.31- 9.353. Generalization:

What should be done when the last two digits from the right of the subtrahend are longer than the minuend?

IV. Evaluation:Find the difference:

1. 0.3 – 0.18 = 4. 0.4 – 0.187 =2. 0.68 – 0.485 = 5. 0.74 – 0. 397 = 3. 0.8 – 0.36 =

V. AssignmentRead and solve:

1. Sol ran the 100-m dash 0.68 second faster than the 18.32 seconds record set by Tina last year. How many seconds did Sol run the 100-m dash?

2. A pair of sports shoes costs P308.35. Wally has saved only P189.50. How much more does he need to buy the shoes?

3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how much more remains to be paved?

Index of MasteryV - R V - B V - Y V -W V - G

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Ask the pupils to observetheorchidarium. Let them report their observation to class.

B. Presentation

1. Reading of the news reportby the classmate .... p.1092. Comprehension Check Up:

1. What is the whole news about?

2. Where do terrestial orchids take their food?

3. What words are used todescribe orchids?

3. Discussion: 1. All the 12000 known species resemble each other but some looklike ladies slippers….p.1092.What 2 sentences are combined in the first /second sentence? 3.What connectors are used to combine the two independent clauses?

C. Generalization: What are compound sentences?

D. Practice Exercises: Write S if it is simple sentenceand Cfor compound. a. Leo is a poster collector and

Nilo collects post cards. b. Boys and girls watered and

cared for their plants c. A good book is a good

companion.

Independent Exercises:Read each sentence. Label each sentence simple or compound. 1. The light is a laser beam andit is amazing. 2. Workers cut and weld meta

with laser beams.

IV. Evaluation:Combine the independent

clauses to form compound sentences.

1. An elephant is the largest land animals. A blue whale is the largest

sea animal .A panda looks

like a bear.

The raccoon is its closest relative

3. Gorillas sleep 14 hours a dayElephants sleep only two hours.

4. I have fed the chickens.Jan Steven has brought the cows in.

5. I will write my report carefully today.I will type it tomorrow.

V. Assignment:Write 5 sentences that describe

your friend. At least two sentences shouldbe compound sentence


MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow1:20-2:20 V-White2:20-3:20 V-Blue I. Objectives:



II. Learning ContentSkills: Find a fractional part of a numberReferences: BEC PELC II D 1.2

Enfolding Mathematics VMaterials: Bottles or other actual objects,

pictures of objects.

II. Learning Experiences:A. Preparatory Activities:

Review on visualization of fractions Strategy : Drawing on show-me-cards. Show the following by drawing.

11. ½ x 5/6 = N 12. 2/3 x 4/5 = N 13. 5/6 x 2/3 = N 14. 3/4 x 2/5 = N 15. 1/8 x 3/5 = N


Strategy: Manipulating Activity

Mechanics:e. Twelve bottles are placed

on the table in front of the class. f. Write on the board ½ , 1/3,

2/3, 1/6, 5/6.g. Pupils look at the first fraction

written on the board and determine under the table. Repeat the activity for 1/3, 2/3, 1/6, 5/6.

h. Pupils compare and discuss answers.


3. Generalization:In multiplying a whole numberby fraction, rename the wholenumber as fraction then multiply. Always express the answer in lowest terms. To multiply the whole number by7 a fraction, multiply thewhole number by. the numerator. Copy the denominator. Always expressthe answers in lower terms.

IV. Evaluation:

Multiply. Write each answer in lowest terms.

1. 3/7 x 120 = 2. 1/4 x 80 = 3. 12 x 2/7 = 4. 15 x 5/6 = 5.

3/7 x 35 =

V. Assignment:Find the product. Alwaysexpress answers in lowest terms.

1. 25 x ¾ =2. 5/8 x 45 =3. 40 x 5/6 =4. 5/6 x 120 =5. 27 x 3/5 =


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Monday October 5,2015Please refer to Lesson Plan dated POctober 2,2015 not carried through due to suspension of classes.

Tuesday October 6,20157:00-7:20 Flag Ceremony7:20-8:20 English V – Green

I. Objective:Use compound sentence

Values: Listening attentivelyII. Subject Matter:

Using Compound attentively

References:PELC 6, p.21 Fun in English 5, p.25-27/ Health and Grammar and Composition p.98-110Materials:Chart/pictures

III. Procedure:A.

Preparatory Activities:1. Checking of Assignment: 2. Motivation:

Ask the pupils to observetheorchidarium. Let them report their observation to class.

B.Presentation

1. Reading of the news reportby the classmate .... p.1092. Comprehension Check Up:

4. What is the whole news about?

5. Where do terrestial orchids take their food?

6. What words are used todescribe orchids?

3. Discussion: 1. All the 12000 known species resemble each other but some looklike ladies slippers….p.109

2.What 2 sentences are combined in the first /second sentence? 3.What connectors are used to combine the two independent clauses?

C. Generalization: What are compound sentences?

D. Practice Exercises: Write S if it is simple sentenceand Cfor compound. d. Leo is a poster collector and

Nilo collects post cards. e. Boys and girls watered and

cared for their plants f. A good book is a good

companion.

Independent Exercises:Read each sentence. Label each sentence simple or compound. 1. The light is a laser beam and

it is amazing. 2. Workers cut and weld meta

with laser beams.

IV. Evaluation:Combine the independent

clauses to form compound sentences.

1. An elephant is the largest land animals. A blue whale is the largest

sea animal .A panda looks

like a bear. The raccoon is its closest relative

3. Gorillas sleep 14 hours a dayElephants sleep only two hours.

4. I have fed the chickens.Jan Steven has brought the cows in.

5. I will write my report carefully today.I will type it tomorrow.

V. Assignment:Write 5 sentences that describe

your friend. At least two sentences shouldbe compound sentences.

I. Objectives: Use the future (going to + verb) form

( PELC11. 8.3) Make a two – point outline of 2 to 3

paragraphs (PELC 7 ) Evaluate and make judgement on oral

text. Write a two – point sentence outline

(PELC 7.1) Retell a story read Show concern for environment Dramatize a part of a story

II. Subject Matter:A. Story: Swamp Lights

2.1 Strategies Mind mapping, brain storming,text tour.2.2 References

Across Boarders Through Reading pp. 25-27, English Expressways Language pp. 147 – 150, Golden Voyages 1983 pp. 83, The Parable of the Barrio, p.9-102.3 Values Integration Careful planning and organizing things. Taking good care of the environment2.4 Curriculum Links Elem. Science: Life cycle of the environment. History: Corregidor as a national Shrine Comprehension: Making a two point outline of 2 to 3 paragraph. Language: Using the future (going to + verb) form Listening: Evaluating and making Judgement on oral text.

Writing: Writing a two- point sentence outline.

III. Materials:Charts, pictures, comic strips, organizer and newspapers

IV. Learning ActivitiesA. Preliminary Activities

1. Spelling2. Phonics:

Read the following words correctly.

B.Constructing

Meaning1. Second Reading2. Post Reading

2.1 Answering the motive question2.2 Engagement Activities

Group 1 Answer the following questions from the story read. (Please see the chart.) Group 2 Draw a muddy swamp. At the background draw also plants, trees, and wild plants. ( On a bond paper) Group 3 Dramatize the part when Jimmy frightened by the sound. Group 4Retell the story.

V. Evaluation: Answer the following questions about the story read.(1) How did Jimmy’s adventure turn out in the

end?(2) What lesson about overcoming fear do we

learn from the story?(3) How can you meet the challenge of fear in

real life?(4) If you were Jimmy would you rely on your

reasoning or on your feelings of fear?(5) How would you react or what would you do

if something happen? Would you find out the reason or you just panic and be afraid?

V. Assignment:On a piece of bond paper draw the most terrifying scene of the story. Include the details of the story, so you can describe well the story.

Index of Mastery V – Green

54321

0____________________________________


I. Objective: Compare the two quantities using ratio

Value: Value of wise buying and choosing the right kind of food

II. Learning ContentNaming and writing ratios in two ways

References: BEC-PELC II E 1.1 – 1.2 Enfolding Mathematics V

Rownumber

Number ofBoys

Number ofGirls

Number ofpupils in a

Row

Materials: flashcards, cut-outs, real objects


Mental ComputationMental computation (MC) on

reducing fractions to lowest terms as review of previous lesson- use flashcards (pen-and-paper drill)


Strategy 1: Using Actual Pupils in Naming Ratio (Use of tables)

Mechanics: 1. Let the pupils count the number

of girls and boys in their respective rows.

2. Let the pupils write their answers on the board ..

3. Tabulate board data as follows.

4. Ask: a. How many pupils are there in each row? b. How do you compare the number of boys to number of girls in Row 1? Row 2?

5. Introduce concept of ratio as the comparison of two quantities

2. Practice Exercises:Visualize the ratio of these sets

of objects by using illustration or drawings. 1. 15 apples to 3 plastic bags 2. 9 boxes to 45 candies 3. 1 ball pen to 3 notebooks 4. 3 blouses to 2 skirts 5. 15 blue marbles to 10 red

marbles 3. Generalization:

What is ratio? Ratio is the comparison of

two quantities or given sets of objects

What are the 2 ways of writing ratio? Using colon, fraction form.

IV. Evaluation:Write the ratio of the following:

1. 3 books, 5 bags - ratio of books to bags 2. 10 candies, 2 chocolate bars - ratio of

chocolate bars to candies 3. 7 boys, 9 girls - ratio of girls to boys 4. 3 dogs, S cats - ratio of dogs to all the

animals 5. 6 forks, 12 spoons - ratio of spoons to

forks.

V. AssignmentWrite the following in ratio:

1. number of days in a week to the number of months in a year.

2. number of hours in a day to the number of hours in a week.

3. number of centimeters to meter 4. number of eggs in a dozen to the

number of eggs in 3 dozens 5. number of kilograms to 1000

grams


543210

References: PELC 4, p. 20; English in Grade V, p. 13;

Skill book in English IV, pp. 63-65; English for Filipino Children V, p. 18

Developing Reading Power 5 p.106

Materials: Chart, flashcards

III. Procedure:A. Preparatory Activity:

1. ReviewUsing flashcards call on a pupil

to give the pluralform of the singular noun on it.

The pupil whoanswered correctly will now be

given the flashcardand let him/her call on a

classmate to give the plural form of the next noun on the

card. Do the same withthe next, one to answer.

2. MotivationDo you have neighbors? Who are they? Do you love them?

B. Developmental Activities:1. Presentation

Have a pupil read e paragraph. Mr. Cruz and Mr. Reyes family are

neighbors in a city. These two families have three children each.

Mr. Cruz has one girl and two boys He R. Reyes have

two girls and one boy. Eric, one of the boys of Mr. Cruz

has a pet monkey. He teaches his pet plenty of tricks. Nilo,

the only boy of Mr. Reyes, is fond of playing toys. He has

different kinds of toys in his room. He plays with them as

soon as he arrives home from school.

2. Additional ComprehensiveCheckup.If you are Nilo, will you also play with your toys as soon as you arrive home from school? Why? Why not?

3. Skill Developmenta. Have pupil look at the nouns

ending in y. Show them on

b. the flash cards. Place each card in the pocket chart

c. and let them read the words.

4. Generalization:How do we form the plural of

nouns ending in “y”?

5. Practice Exercisesa. Guided Practice

Ask the pupil to count 1-4. Group all l's under one group, all 2s under a group and so on.

Teacher reads a singular noun, pupils write the plural nouns on the board. Teacher checks whose group gets the highest score.

1. Form the plural of thefollowingsingular nouns, then read.

1. story4. fairy 2.key 5. comedy 3.bay

2. Write the singular or plural formsof the following

1. country 4. ponies2.diaries 5. berry3.library

b. Independent ExercisesAsk volunteer pupils to

answer bywriting the answers on the board

1. There are plenty of joey in the wide farm.2. Bring home some cherry when you go to Baguio. 3. Miss Santos has plenty of jewelry in her jewelry box. 4. The little girls are busy playing with their dolly. 5. The Castillejos team brought home two trophyduring the athletic meet.

IV. Evaluation:Use the plural form of each underlined

noun to make the sentence correct. 1. Listen to my story.

2. She attended plenty of party last summer.

3. Minda's group caught several dragonfly. 4. I have different colors of daisy in my

garden.

5. Do you have plenty of enemy?

V. Assignment:List down five (5) nouns ending in

“y”intheir singular and plural forms.

INDEX OF MASTERY V – GREEN543210___________________________________


I. Objectives:




numberReferences: BEC PELC II D 1.2

Enfolding Mathematics VMaterials: Bottles or other actual

objects, pictures of objects.



16. ½ x 5/6 = N 17. 2/3 x 4/5 = N 18. 5/6 x 2/3 = N 19. 3/4 x 2/5 = N

20. 1/8 x 3/5 = N


Strategy: Manipulating ActivityMechanics:

i. Twelve bottles are placed on the table in front of the class.

j. Write on the board ½ ,1/3, 2/3, 1/6, 5/6.

k. Pupils look at the first fraction written onthe board and determine under the table. Repeat the activity for 1/3, 2/3, 1/6, 5/6.

l. Pupils compare and discuss answers.

2. Practice ExercisesMultiply. Write each answer in

I. Objective: Use plural form of nouns ending in y Read plural form of nouns ending in y

correctly Write the plural form of nouns ending in

y

Values: Love one’s neighbor

II. Subject Matter:Plural Forms of Nouns Ending in y

References: PELC 4, p. 20; English in Grade V, p. 13;

Skill book in English IV, pp. 63-65; English for Filipino Children V, p. 18

Developing Reading Power 5 p.106

Materials: Chart, flashcards

III. Procedure:A. Preparatory Activity:

1. ReviewUsing flashcards call on a pupil

to give the pluralform of the singular noun on it.

The pupil whoanswered correctly will now be

given the flashcardand let him/her call on a

classmate to give the plural form of the next noun on the

card. Do the same withthe next, one to answer.

2. Motivation

Do you have neighbors? Who are they? Do you love them?

B. Developmental Activities:1. Presentation

Have a pupil read e paragraph. Mr. Cruz and Mr. Reyes family are

neighbors in a city. These two families have three children each.

Mr. Cruz has one girl and two boys He R. Reyes have

two girls and one boy. Eric, one of the boys of Mr. Cruz

has a pet monkey. He teaches his pet plenty of tricks. Nilo,

the only boy of Mr. Reyes, is fond of playing toys. He has

different kinds of toys in his room. He plays with them as

soon as he arrives home from school.

2. Additional ComprehensiveCheckup.If you are Nilo, will you also play with your toys as soon as you arrive home from school? Why? Why not?

3. Skill Developmentd. Have pupil look at the nouns

ending in y. Show them on

e. the flash cards. Place each card in the pocket chart

f. and let them read the words.

4. Generalization:How do we form the plural of

nouns ending in “y”?

5. Practice Exercisesa. Guided Practice

Ask the pupil to count 1-4. Group all l's under one group, all 2s under a group and so on.

Teacher reads a singular noun, pupils write the plural nouns on the board. Teacher checks whose group gets the highest score.

1. Form the plural of thefollowingsingular nouns, then read.

1. story4. fairy 2.key 5. comedy 3.bay

3. Write the singular or plural formsof the following

1. country 4. ponies2.diaries 5. berry3.library

b. Independent ExercisesAsk volunteer pupils to

answer bywriting the answers on the board

1. There are plenty of joey in the wide farm.2. Bring home some cherry when you go to Baguio.

3. Miss Santos has plenty of jewelry in her jewelry box. 4. The little girls are busy playing with their dolly. 5. The Castillejos team brought home two trophyduring the athletic meet.

IV. Evaluation:Use the plural form of each underlined

noun to make the sentence correct. 6. Listen to my story. 7. She attended plenty of party last

summer. 8. Minda's group caught several dragonfly. 9. I have different colors of daisy in my

garden. 10. Do you have plenty of enemy?

V. Assignment:List down five (5) nouns ending in

“y”intheir singular and plural forms.

INDEX OF MASTERY V – GREEN543210___________________________________


I. Objectives:




number

References: BEC PELC II D 1.2Enfolding Mathematics V

Materials: Bottles or other actual objects, pictures of objects.



21. ½ x 5/6 = N 22. 2/3 x 4/5 = N 23. 5/6 x 2/3 = N 24. 3/4 x 2/5 = N 25. 1/8 x 3/5 = N


Strategy: Manipulating ActivityMechanics:

m. Twelve bottles are placed on the table in front of the class.

n. Write on the board ½ ,1/3, 2/3, 1/6, 5/6.

o. Pupils look at the first fraction written on

the board and determine under the table. Repeat the activity for 1/3, 2/3, 1/6, 5/6.

p. Pupils compare and discuss answers.


3. Generalization:In multiplying a whole number

by fraction, rename the whole number as fraction then multiply. Always express the answer in lowest terms.

To multiply the whole number By a fraction, multiply thewhole number by. the numerator.

Copy the denominator. Alwaysexpress the answers in lower terms.

IV. Evaluation:Multiply. Write each answer in

lowest terms.1. 3/7 x 120 = 2. 1/4 x 80 = 3. 12 x 2/7 = 4. 15 x 5/6 = 5. 3/7 x 35 =


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4. 15 x 5/6 = 5. 3/7 x 35 =

V. Assignment:

Find the product. Always expressanswers in lowest terms.

1. 25 x ¾ =2. 5/8 x 45 =3. 40 x 5/6 =4. 5/6 x 120 =

5. 27 x 3/5 =

IV. EVALUATION Make a concept map ( Things you used to do when you were in grade IV. ( five Items)

V. ASSIGNMENT: Using a fishbone ( Things you used to play and do when you used to see when you were in the province. INDEX OF MASTERY (V-Green)543210____________________________________

MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow1:20-2:20 V-White

2:20-3:20 V-Blue

I. Objectives:Cognitive: Translating

expression such as “1/2 of 2/3” of 1/6” into Equation.

Values: Active participation and cooperation

II. Learning ContentSkills: Translating

expression such as “1/2 of 2/3” of 1/6” into equation.

References: BEC PELC II D 1. 2.1Enfolding

Mathematics VMaterials: Flashcards, show-me cards,

medium sized, bull rectangular grid, pictures of objects


Drill on visualizing multiplication of fractions

Strategy: show me cardsMechanics:

a. The first part of the game is visualizing multiplication of fractions. The teacher flashes a card

Example: ½ x 3/4b. Pupils visualize the equation on their own show-me cards. c. When the teacher says" go" the pupils raise their cards to show the teacher. d. Continue this activity as the teacher shows different equations.

B. Developmental Activities:

1. Presentation:Strategy :Group Game - Weakest Link Translate these expressions into equations and give the answers.1) Divide the class into 5 groups.2) Teacher flashes a card, Ex. 3/5

of 112 of5/6 3) The first 5 pupil in a column

will answer the first exercises. Pupils who give incorrect

answers will be excluded fro the group.

4) Continue the game until everybody has participated.

5) The group with the greatest number of remaining members will be the winner.

2. Practice Exercises Form equations out of the following expressions then answer.1) ½ of ¼ of 1/5 = 2) 2/5 of ¾ of 2/7 = 3) 1/3 of 2/3 of 3/5 =4) 1/3 of 2/5 of 1/3 = 5) ¼ of 4/5 of 5/6 =

3. Generalization:In translating expression

such as: ½ of 2/3 of 1/6” is just like forming multiplication equations.

In translating expressions like 1/2 of 2/3 of 1/6" the times sign is used in .place of the preposition "of"

IV. Evaluation:Form equation out of the following

expression then answer.1) 2/5 of ¼ of 3/5 = 2) 2/5 of 5/6 of 3/7 = 3) 3/7 of 5/6 of 2/8 =4) ¾ of 1/5 of 5/6 = 5) 1/7 of 5/8 of 4/5 =

V. Assignment:Translate the following expression into equation then write you answer.

1. 5/9 of 3/4 of 2/7 = 2. 4/7 of 5/9 of 3/5 = 3. 2/9 of 5/8 of 7/8 = 4. 5/6 of 4/9 of 3/8 = 5. 7/8 of ½ of 5/9 = V - G V - R V - Y V -W V - B

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Wednesday September 23,20157:00-7:20 Flag Ceremony7:20-8:20 English V - Green

I. Objective:Use simple sentences structure.

Values: Appreciating the value of nature.

II. Subject Matter:Using Simple Sentence Structure

References: PELC 6, p.21 Mastering English Skills, p.74

Materials: chart/pictures

III. Procedure:A.Preparatory Activities:

1. Checking of Assignment: 2. Review:

a. Identify the subject and the predicate.

1. Trees are homes of some animals.

2. The Philippine Eagle is now becoming extinct.

3. Motivation:Are forest important? What happen when there is flood?

B.Presentation

1. Listening to a paragraph. 2. Comprehension Check Up:

1. What is the paragraph about? 2. Why

do we need to protect our forest

? 3. Read

the following a. Trees give many things. What do trees give us? b. Trees are said to prevent floods. Hw do trees prevent flood?

3. Discussion:Study and read the sentences. a. What is the subject in sentence a? b? b. Predicate? c. What do we call them?

C. Generalization: What is a simple sentence

according to structure? D. Practice Exercises:

Identify the kind of subject and predicate in each sentence.

1. My mother and father always tell me to take care of the plants.

2. She reads books about nature. 3. Wild pigs and deer’s roam around

the forest.

Independent Exercise: Identify the kind of sentence

according to sentence structure.

1. My class mate studies a lot. 2. Romina plays volleyball

everyday. 3. Jules loves to read

folktales.

IV. Evaluation:Write a paragraph about air pollution. Use simple sentences.

V. Assignment:Write 5 simple sentences about plans.

INDEX OF MASTERY (V-Green)543210____________________________________

MATHEMATICS V8:20-9:20 V-Green9:40-10:40 V-Red10:40-11:40 V-Yellow1:20- 2:20 V-White2:20-3:20 V-Blue

I. Objectives:Cognitive: Visualizing

multiplication of fractions

Values: Neatness, cooperation

II. Learning ContentSkills: Visualizing

multiplication of fractionsReferences: BEC PELC II D 1.1

Enfolding Mathematics V

Materials: flashcard, strip of paper, cartolina


1. Mental ComputationDrill on multiplying mentallyExamples:12 10 15 11

x 4 x 10x 2x 3

2. MotivationBegin by asking: What is ½

of a whole? Will you show it through your piece of pad paper?

If you find ½ of that part again what answer will you get? (Let them fold the paper once

more in half and shade the part) You may ask: How will the

result compare with ½.


Strategy : Using a problem opener and visual representations

Father owns a 314 hectares land. He planted 1/3 of it with sweet corn. What part of his land was planted with sweet corn? 1) The teacher asks some

comprehension questions. Like: How big is father's land? What part of it was planted with sweet corn?

2) Analyze the problem by asking: What are given in the problem? What is asked?

3) Guide the pupils in planning how to solve the problem by leading them to this question: What is 1/3 of 3/4? And to the number sentence 1/3 x 3/4 = N.

4) Let the pupils visualize the problem by representing one hectare by a whole piece of. paper. Say: If this is 1 hectare, how will you represent the 3/4 hectare land owner by father? (Pupils may fold the piece into 4 equal parts of shade 3/4).

Ask: What do you think is represented by the double shade part? What fraction name can you give it? (3/12) The teacher may ask: What is the value of N in the number sentence 1/ 3 x 3/4 = N?

( 3/12)·

2. Practice ExercisesIllustrate and find the product.1) 4/8 x ½ = 3) 1/3 x ¾ =

5) 3/5 x ½ =2) 1/5 x 2/4 = 4) 2/3 x ¼ =

3. Generalization:How do we visualize multiplication of factions?

Multiplication of fractions can be visualize by representing each fraction with horizontal and vertical lines placed over the other and the resulting double shaded part represent the answer to the equation.

IV. Evaluation:Illustrate the following equations.1) 2/3 x 3/5 = 3) 1/5 x 5/7 =

5) 1/8 x 5/6 =2) ¾ x 5/8 = 4) 4/5 x 3/8 =

V. Assignment:Illustrate and find the product.1) 4/8 x ½ =

3) 1/3 x ¾ =5) 3/5 x ½ =

Index of MasteryV - G V - R V - Y V -W V - b

543210

Prepare an album showing the following equations. Use paper folding methods.

1) 2/3 x ½ =

2) 1/10 x ¾ =3) 2/5 x 2/3 =

Read the following Phonic words.1. Motivation and building background

Ask; Who among you have been to Ocean park at Luneta? Have you seen the different water animals that you’re studying in your Science class? What’s the biggest fish do they have there?

2. Unlocking of DifficultiesThrough picture and context cluesa. Jonah ran away and went to the port of

Joppa. Through action / demonstration and

context cluesa. He was thrown overboard by the

sailorsb. And the big fish sent by God

swallowed him.

3. PreviewingSay: I’m going to read a story about a man

who dared to ran away from God and ignored his assignment given to him by God. This story was lifted from the Bible, from the book of Jonah. Look at the picture, can you guess what the story is all about? From the picture alone, what do you like to know?

4. Raising of Motive Question( Write the pupils’questions on the boare)

5. First Reading ( by the teacher)‘Jonah” ,Teacher’s Lesson guide, page 54.

IV. EVALUATIONAnswer thefollowing questions.

1. Who was jonah?2. What was his assignment fromGod?3. What was his attitude toward his

assignment?4. Where did Jonah land when he was

thrown into the sea?

5. How did the King and the people of Nineveh respond to Jonah’s message?

IV. ASSIGNMENTJonah’s message? Write a five-sentence paragraph in you r own words about the story of Jonah.

INDEX OF MASTERY V – GREEN543210_________________________________


I. Objectives:Cognitive: Multiplying by another

fractions

Values: Sharing, Accuracy in competition

II. Learning ContentSkills: Multiplying by another

fractionsReferences: BEC PELC II D 1.3.1

Enfolding Mathematics V

Materials: 2 cubes (dm3) with faces all numbered activity sheets, strips of paper, flashcard, chart


Drill on multiplication facts using 2 cubes (1dm 3 cube) as shown

Strategy: Group ContestMechanics:1). Divide the class into four groups.2) Call for two volunteer students to

take charge of tossing the cubes. One student takes hold of one cube.

3) The two students toss the cubes simultaneously. The first four student of each group; will give the product of the two numbers that appear in the' cube.

4) Continue the contest until everybody in the class has participated.

5) The first student to give the correct product will be given a point.

6) The group that gathered the greatest number of points wins the contest.


Strategy: Use a problem opener (Concept Development)

Sample:

Linda received 112 of a pizza pie from her friend. She gave 1/3 of these to her seatmate who had no money to buy food for recess. What part of the whole pie did Linda share to her seatmate? 1. Ask the following question

a. What are the given?b. What is asked?c. How will you solve the

problem?d. What equation can you

make solve the problem? 2. Ask the pupils to think about

this: if you were Linda would you have shared thee pie the same way? Why or Why not?

3. Call for volunteer pupils to write their equations and solutions on the board.

2. Practice Exercises Find the product. Express your answer in lowest terms if possible.1) 5/7 x 11/20 = 3) 6/10 x 5/12 = 5) 9/10 x 2/15 =2) 4/5 x 30/40 = 4) 1/6 x 10/12 =

3. Generalization:To multiply fraction, multiply

the numerators to get the numerate of the, product. Multiply the denominator to get the denominator of the product.

Always reduce answers to lowest terms or simple forms. When we multiply fractions, the product is less than the original numbers

IV. Evaluation:Find the product

1) 2/3 x 4/5 = 4) ¾ x 2/3 =2) 2/5 x 4/7 = 5) 4/7

x ¾ = 3) 4/7 x ¾ =V. Assignment: Give the product insimplest form

1. 2/9 x 18/24 = 2. 5/8 x 3/20 = 3. 2/7 x 8/12 =, 4. 4/14 x 6/20 = 5. 5/6 x 8/10 =


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1. Drill: Rearrange the order of the

letters of each word at the left to make a word whose meaning is given in the parenthesis a. read (beloved)- b. but (bit basin for washing) -

2. Listen to the following sentences. Write the words with the long g sound. a. The eve of celebration found the, hero in a cheerful mood. b. The evil tempted the girls to get the bag.

3. Unlocking of Difficulties: Select from the list of words or

groups of words the meaning of the underlined words. a. The child couldn't stand nor run because one of his legs was limp.b. She is nearsighted for she cannot distinguish the guest on the stage

4. Motive Question:Why can't Bryan easily make

friends?

B. Presentation:1. Listening Activity 2. Comprehension Check-up:

a. Answering the motive question. Why can't Bryan easily make friends? b. Who is the main character in the story?

3. Skill Development:What is the possible ending of

the story? 4. Generalization:

What do you consider in giving ending to a story heard?

5. Practice Exercises: a. Listen to the story.

1. Do you think Myrna arrived. Why?

2. If Myrna did not arrive, what would Lorena have done. Why?

a. She would go to the party alone because _____________

IV. EVALUATION:Listen to the story. Then give a possible

ending. A donkey found the skin of a dead lion.

He put it on and frightened all the animals but did not make a sound. One dog was suspicious. The donkey tried to roar to frighten the dog, but he brayed instead. When the dog heard the donkey braying, he laughed and laughed. a. Why do you think the dog laughed

and laughed at the donkey? b. Was the donkey able to frighten the animals? Why?

V. ASSIGNMENT:Select from the given choices the

possible ending to the story. Explain your answer.

Rico found a sickly puppy at the side of the street. He took it home. Rico and ·his parents, Mr. and Mrs. Roxas took care of it. They fed it, gave it milk to drink, put it in a clean doghouse and taught it tricks. Several months passed. a. The puppy grew into a beautiful, healthy and loving dog. b. The puppy grew but remained a sickly bone-and-skin dog.

Index of Mastery543210_______________________

MATHEMATICS V8:20-9:20 V-Red9:40-10:40 V-Blue10:40-11:40 V-Yellow1:20-2:20 V-White2:50-3:50 V-Green

I. Objective: Subtract mixed decimals with

regrouping

Value: Accuracy, working willingly, thrift

II. Learning ContentSubtract mixed decimals with

regrouping

References: BEC-PELC II G 2.b Enfolding Mathematics V

Materials: flashcards


1. Mental Computation:Drill on subtracting from multiples

of 10a. 50 – 27 =

b. 30 – 16 =c. 20 – 12 =d. 60 – 23 =

2. Review:subtract the following:1. 1.257 + 2.3 + 3.426 = N

2. 2.5 + 3.057 = N 3. 2.37 + 13.316 + 8.045 = N


Strategy: Problem opener (written on manila paper)

Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg of flour were left? Ask these questions: 1. What is asked in the problem? 2. What are the given data? 3. What process are you going to

use? 4. What is the mathematical

sentence?5. Solve the problem. Show the

solution.

2. Practice Exercises:1. 25.17 2. 6.14 3. 8.53

- 8.23- 4.76- 9.35

4. 26.30 5. 63.22

- 24.31- 9.353. Generalization:

What should be done when the last two digits from the right of the subtrahend are longer than the minuend?

IV. Evaluation:Find the difference:

1. 0.3 – 0.18 = 4. 0.4 – 0.187 =2. 0.68 – 0.485 = 5. 0.74 – 0. 397 = 3. 0.8 – 0.36 =

V. AssignmentRead and solve:

1. Sol ran the 100-m dash 0.68 second faster than the 18.32 seconds record set by Tina last year. How many seconds did Sol run the 100-m dash?

2. A pair of sports shoes costs P308.35. Wally has saved only P189.50. How much more does he need to buy the shoes?

3. A barangay has a total road length of 184.53 km. If 109.97 km of this had been paved, how much more remains to be paved?


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lesson plan friday october 23,2015

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