Friday

October 23,2015
7:00-7:20
Flag Ceremony
7:20-8:20
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 Roxas
2.1 Strategies:
Read aloud, questioning, sequencing
events
2.2 References:
English for All Times, Reading,p 211
Fun in English Manual, pp. 167
Expressways English Reading, pp. 132
Expressways English Language, p. 172
2.3 Values integration:
Love and concern for Animals
2.4 Curriculum Link:
Science: Characteristics of a hen.
Art: Drawing of a hen.
Comprehension: Answering question in a
story listened to
III. Materials:Charts, picture
IV. 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. Presentation
Read 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 twoword verb in column A to column B.
A
B
Looked 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-controlled
Choose 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 Creativity
What 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 Green
5
4
3
2
1
0______________________________
MATHEMATICS V
8:20-9:20
V-Green
9:40-10:40
V-Red
10:40-11:40
V-Yellow
1:20-2:20
V-White
2:20-3:20
V-Blue

I. Objective:
Multiply mixed form by a fraction

Value: Value of wise buying and choosing

the right kind of food
II. Learning Content
Multiplying Mixed Form by a Fraction
References:
Materials:

BEC-PELC II D1.3.3
Enfolding Mathematics V
flashcards, activity cards,
coin, number card

III. Learning Experiences:

A. Preparatory Activities:
1. Drill on Multiplication Facts:
8x9=
9x5=
3x7 =
10 x 13 =
42 x 8 =
Drill on Changing Mixed Forms to
Improper Fraction:

buy and eat for our body?

Give the improper fraction of the
following: (using flashcards)
7 2/3
8 5/6
30 2/5
36 2/3
24 1/5
2. Review:
Review on Multiplication of
Fractions
1/8 x =
x 1/3 =
2/5 x 2/8 = 2/5 x =
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 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 = N
into a mathematical
equation? What operation
do we use in place of the
preposition of?
e What shall we do with 1
first to be able to solve the
problem?
f How do we rename 1 into
fraction?
2. Ask 5 volunteers pupils to solve
and explain on the board, one by one.
3. What kind of food should we

2. Practice Exercises:
Performed an indicated:
1. 5 x 2/3 =
x6=
4/5 x 2/7 =

2. 2/5
3. 3

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 =
2. 1 3/5 x =
3. 1/7 x 1 =
4. 1 1/5 x 3/5 =
5. 3 2/7 x =
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?
V-G
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Index of Mastery
V - R V - Y V -W

V-B

INDEX OF MASTERY
Grade V Green
5
4
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MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
V-Blue

I. Objectives:

Match the meaning of the twoword 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 Activity
Group 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.

Cognitive:
number

Find a fractional part of a

Values:
participation

Alertness,

Active

II. Learning Content

Skills:
Find a fractional part of a
number
References:
BEC PELC II D 1.2
Enfolding Mathematics V
Materials:
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 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

B. Developmental Activities:
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
a Twelve bottles are placed on the
table in
front of the class.
b. Write on the board ,1/3, 2/3, 1/6,
5/6.
c. 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.
d. Pupils compare and discuss
answers.
2. Practice Exercises
Multiply. 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 the
whole number by. the numerator.
Copy the denominator. Always
express 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 express

answers in lowest terms.
6 25 x =
7 5/8 x 45 =
8 40 x 5/6 =
9 5/6 x 120 =
10 27 x 3/5 =
V-G
5
4
3
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Index of Mastery
V - R V - Y V -W

V-B

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. Assignment
Based on the story we have read, Why didMr
Hawk get angry with the hen? How did the
Hawk permit her?
INDEX OF MASTERY
Grade V Green
5
4
3
2
1
0
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MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
V-Blue

I. Objective:
Subtract
mixed
regrouping

decimals

with

Value: Accuracy, working willingly, thrift

II. Learning Content
Subtract
mixed
regrouping
References:
Materials:

decimals

with

BEC-PELC II G 2.b
Enfolding Mathematics V
flashcards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation:
Drill on subtracting from multiples
of 10
a. 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
B. Developmental Activities:
1. Presentation:
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.

- 8.23- 4.76- 9.35

4. 26.30

5. 63.22

- 24.31- 9.35
3. Generalization:
What should be done when the
last two digits from the right of the
subtrahend are longer than the
minuend?

8.53

IV. Evaluation:
Find the difference:
1. 0.3 0.18 =
=
2. 0.68 0.485 =
=
3. 0.8 0.36 =

4. 0.4 0.187
5. 0.74 0. 397

V. Assignment
Read 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?
V-R
5
4
3
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Index of Mastery
V - B V - Y V -W

V-G

Index of Mastery
V-R V-B
5
4
3
2
1
0

V-Y

V -W

V-G

Ask the pupils to observe

theorchidarium. Let them
report their observation to class.
B. Presentation

1. Reading of the news report

by the classmate .... p.109
2. Comprehension Check Up:
1. What is the whole news
about?
2. Where do terrestial
orchids
take their food?
3. What words are used to
describe orchids?
3. Discussion:
1. All the 12000 known species
resemble each other but some look
like 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 sentence
and 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 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 day
Elephants 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 should
be compound sentence

INDEX OF MASTERY
Grade V Green
5
4
3
2
1
0
-------------------------------------------------------

MATHEMATICS V
8:20-9:20
V-Green
9:40-10:40
V-Red
10:40-11:40
V-Yellow
1:20-2:20
V-White
2:20-3:20
V-Blue
I. Objectives:
Cognitive: Find a fractional part of a
number
Values: Alertness, Active participation
II. Learning Content
Skills: Find a fractional part of a number
References: BEC PELC II D 1.2
Enfolding Mathematics V
Materials: 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. 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
B. Developmental Activities:
1. Presentation:
Strategy: Manipulating
Activity
Mechanics:
a. Twelve bottles are placed
on the table in front of the class.
e. Write on the board , 1/3,
2/3, 1/6, 5/6.
f. 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.
g. Pupils compare and discuss
answers.
2. Practice Exercises
Multiply. 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 by7 a fraction, multiply the
whole number by. the numerator.
Copy the denominator. Always express
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 =
V. Assignment:
Find the product. Always
express answers in lowest terms.
1. 25 x =
2. 5/8 x 45 =
3. 40 x 5/6 =
4. 5/6 x 120 =
5. 27 x 3/5 =
Index of Mastery
V-G V-R
5
4
3
2
1
0

V-Y

V -W

V-B

Monday

October 5,2015

Please refer to Lesson Plan dated

POctober 2,2015 not carried through due
to suspension of classes.
Tuesday
7:00-7:20
7:20-8:20
I.

October 6,2015
Flag Ceremony
English V Green

Objective:
Use compound sentence

Values:
Listening attentively
II. Subject Matter:
Using Compound attentively
References:PELC 6, p.21
Fun in English 5, p.25-27/
Health and Grammar and
Composition p.98-110
Materials:Chart/pictures
III.

Procedure:
A.

Preparatory Activities:
1. Checking of Assignment:
2. Motivation:
Ask the pupils to observe
theorchidarium. Let them
report their observation to class.
B.
Presentation
1. Reading of the news report
by the classmate .... p.109
2. Comprehension Check Up:
4. What is the whole news
about?
5. Where do terrestial
orchids
take their food?
6. What words are used to
describe orchids?
3. Discussion:
1. All the 12000 known species
resemble each other but some look
like 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 sentence
and 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 day
Elephants 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 should
be 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.9-10
2.3 Values Integration
Careful planning and organizing
things.
Taking good care of the
environment
2.4 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 Activities
A. Preliminary Activities
1. Spelling
2. Phonics:
Read the following words correctly.

5
4
3
2
1
0____________________________________

B. Constructing Meaning

Row
number

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

Number of
Boys

1. Second Reading
2. Post Reading
2.1 Answering the motive question
2.2 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 4
Retell the story.
V. Evaluation:
Answer the following questions about the
story read.
(1) How did Jimmys 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

Number of
pupils in a
Row

Number of
Girls

MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
V-Blue

I. Objective:
Compare the two quantities using ratio

Value: Value of wise buying and choosing

the right kind of food
II. Learning Content
Naming and writing ratios in two ways
References:
Materials:

BEC-PELC II E 1.1 1.2

Enfolding Mathematics V
flashcards, cut-outs, real
objects

III. Learning Experiences:

A. Preparatory Activities:
Mental Computation
Mental computation (MC) on

reducing fractions to lowest terms as

review of previous lesson
- use flashcards (pen-and-paper drill)
B. Developmental Activities:
1. Presentation:
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. Assignment

Write 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
Index of Mastery
V-G V-R
5
4
3
2
1
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V-Y

V -W

V-B

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. Review
Using flashcards call on a pupil
to give the plural
form of the singular noun on it.
The pupil who
answered correctly will now be
given the flashcard
and let him/her call on a
classmate to give the plural
form of the next noun on the
card. Do the same with

the 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 Development
a. 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 Exercises
a. 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 forms
of the following
1. country 4. ponies
2.diaries
5. berry
3.library
b. Independent Exercises
Ask volunteer pupils to
answer by
writing the answers on the board
There are plenty of joey in the wide

1.
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
trophy
during the athletic meet.
IV. Evaluation:
Use the plural form of each underlined
noun to make the sentence correct.
1. Listen to my story.
1. She attended plenty of party last
summer.
2. Minda's group caught several dragonfly.
2. I have different colors of daisy in my
garden.
3. Do you have plenty of enemy?
V. Assignment:
List down five (5) nouns ending in
yintheir singular and plural forms.
INDEX OF MASTERY
V GREEN

5
4
3
2
1
0___________________________________
MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
V-Blue

h. Write on the board ,1/3, 2/3, 1/6,

5/6.
c. 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.
d. Pupils compare and discuss
answers.
2. Practice Exercises
Multiply. Write each answer in

I. Objectives:
Cognitive:
number

Find a fractional part of a

Values:
participation

Alertness,

Active

II. Learning Content

Skills:
Find a fractional part of a
number
References:
BEC PELC II D 1.2
Enfolding Mathematics V
Materials:
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.
6. x 5/6 = N
7. 2/3 x 4/5 = N
8. 5/6 x 2/3 = N
9. 3/4 x 2/5 = N
10. 1/8 x 3/5 = N
B. Developmental Activities:
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
b. Twelve bottles are placed on the
table in
front of the class.

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 ones 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. Review
Using flashcards call on a pupil
to give the plural
form of the singular noun on it.
The pupil who
answered correctly will now be
given the flashcard
and let him/her call on a
classmate to give the plural
form of the next noun on the
card. Do the same with
the 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 Development
d. 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 Exercises
a. 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 forms
of the following
1. country 4. ponies
2.diaries
5. berry
3.library
b. Independent Exercises

Ask volunteer pupils to

answer by
writing the answers on the board
There are plenty of joey in the wide

1.
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
trophy
during the athletic meet.

INDEX OF MASTERY
V GREEN
5
4
3
2
1
0___________________________________
MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
V-Blue

I. Objectives:
Cognitive:
number

Find a fractional part of a

Values:
participation

Alertness,

Active

II. Learning Content

Skills:
Find a fractional part of a
number
References:
BEC PELC II D 1.2
Enfolding Mathematics V
Materials:
Bottles or other actual
objects,
pictures of objects.
II. Learning Experiences:

IV. Evaluation:
Use the plural form of each underlined
noun to make the sentence correct.
3. Listen to my story.
4. She attended plenty of party last
summer.
4. Minda's group caught several dragonfly.
5. I have different colors of daisy in my
garden.
6. Do you have plenty of enemy?
V. Assignment:
List down five (5) nouns ending in
yintheir singular and plural forms.
A. Preparatory Activities:
Review on visualization of fractions
Strategy : Drawing on show-me-cards.
Show the following by drawing.
11. 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
B. Developmental Activities:
1. Presentation:
Strategy: Manipulating Activity
Mechanics:
c. Twelve bottles are placed on the
table in
front of the class.
i. Write on the board ,1/3, 2/3, 1/6,
5/6.
d. 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.
e. Pupils compare and discuss
answers.
2. Practice Exercises
Multiply. 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 the
whole number by. the numerator.
Copy the denominator. Always
express 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
=
V. Assignment:
Find the product. Always express
answers in lowest terms.
1. 25 x =
2. 5/8 x 45 =
3. 40 x 5/6 =
4. 5/6 x 120 =
5. 27 x 3/5 =

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

V-G
5
4
3
2
1
0

Index of Mastery
V - R V - Y V -W

V-B

Mathematics V
Materials:
Flashcards, show-me cards,
medium sized, bull rectangular grid, pictures of
objects

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)
5
4
3
2
1
0______________________________
______

MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

V-Green
V-Red
V-Yellow
V-White
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 Content
Skills:
Translating
expression such as 1/2 of 2/3 of 1/6
into equation.
References: BEC PELC II D 1. 2.1
Enfolding

II.
Learning Experiences:
A. Preparatory Activities:
Drill on visualizing
multiplication of fractions
Strategy:
show me cards
Mechanics:
a. The first part of the game is
visualizing multiplication of fractions.
The teacher flashes a card
Example:
x 3/4
b. 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) of of 1/5 =
2) 2/5 of of 2/7 =
3) 1/3 of 2/3 of 3/5 =

4) 1/3 of 2/5 of 1/3 =

5) of 4/5 of 5/6 =
3. Generalization:
In translating expression
such as: 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 of 3/5 =
2) 2/5 of 5/6 of 3/7 =
3) 3/7 of 5/6 of 2/8 =
4) 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 of 5/9 =
V - G V - R V - Y V -W V - B
5
4
3
2
1
0

Wednesday
September 23,2015
7:00-7:20
Flag Ceremony
7:20-8:20
English V - Green
I.

Objective:
Use simple sentences structure.

Values:
nature.

Appreciating the value of

II. Subject Matter:

Using Simple Sentence Structure
References:
Materials:

PELC 6, p.21
Mastering English Skills,
p.74
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
protec
t our
forest
?
3. Read
the
follow
ing
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 deers roam around
the forest.

1:20- 2:20
2:20-3:20

V-White
V-Blue

I.

Objectives:
Cognitive: Visualizing
multiplication of fractions
Values:
cooperation

Neatness,

II.

Learning Content
Skills:
Visualizing
multiplication of fractions
References: BEC PELC II D 1.1
Enfolding

Mathematics V
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 (VGreen)
5
4
3
2
1
0______________________________
______

MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40

V-Green
V-Red
V-Yellow

Materials: flashcard, strip

of paper, cartolina
II.
Learning Experiences:
A. Preparatory Activities:
1. Mental Computation
Drill on multiplying mentally
Examples:
12
10
15
11
x 4 x 10x 2x 3
2. Motivation
Begin by asking: What is
of a whole? Will you show it
through your piece of pad
paper?
If you find 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 .
B. Developmental Activities:
1. Presentation:
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 Exercises
Illustrate and find the product.1)
4/8 x = 3) 1/3 x =
5) 3/5 x =
Prepare an album showing the following
equations. Use paper folding methods.
1) 2/3 x =
2) 1/10 x =
3) 2/5 x 2/3 =

2) 1/5 x 2/4 =
x=

4) 2/3

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) x 5/8 =
4) 4/5 x 3/8 =
V. Assignment:

Illustrate and find the product.1) 4/8 x =

3) 1/3 x =
5) 3/5 x =
V-G
5
4
3
2
1
0

Index of Mastery
V - R V - Y V -W

V-b

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 youre studying in your
Science class? Whats the biggest fish do
they have there?
2. Unlocking of Difficulties
Through picture and context clues
a. Jonah ran away and went to the port of
Joppa.
Through action / demonstration and
context clues
a. He was thrown overboard by the
sailors
b. And the big fish sent by God
swallowed him.
3. Previewing
Say: Im 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 pupilsquestions on the boare)
5. First Reading ( by the teacher)
Jonah ,Teachers Lesson guide, page 54.
IV.
EVALUATION
Answer 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?
INDEX OF MASTERY
V GREEN
5
4
3
2
1
0_________________________________

MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:20-3:20

I. Objectives:
Cognitive:
fractions
Values:
competition

V-Green
V-Red
V-Yellow
V-White
V-Blue

Multiplying by another
Sharing,

Accuracy

in

II. Learning Content

Skills:
Multiplying by another
fractions
References:
BEC PELC II D 1.3.1
Enfolding Mathematics V

5. How did the King and the people of

Nineveh respond to Jonahs message?
IV.
ASSIGNMENT
Jonahs message? Write a five-sentence
paragraph in you r own words about the
story of Jonah.

Materials:

2 cubes (dm3) with faces all

numbered activity sheets,
strips of paper, flashcard,
chart

II. Learning Experiences:

A. Preparatory Activities:
Drill on multiplication facts using 2
cubes (1dm 3 cube) as shown
Strategy:
Group Contest
Mechanics:
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.
B. Developmental Activities:
1. Presentation:
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) x 2/3 =
2) 2/5 x 4/7 =
5) 4/7
x=
3) 4/7 x =
V. Assignment:
Give the product insimplest form
1.
2.
3.
4.
5.

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

Index of Mastery
V-R V-B V-Y
5
4
3
2
1
0

V -W

V-G

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 Mastery
5
4
3
2
1
0_______________________
MATHEMATICS V
8:20-9:20
9:40-10:40
10:40-11:40
1:20-2:20
2:50-3:50

V-Red
V-Blue
V-Yellow
V-White
V-Green

- 8.23- 4.76- 9.35

I. Objective:
Subtract
mixed
regrouping

decimals

with
4. 26.30

Value: Accuracy, working willingly, thrift

II. Learning Content
Subtract
mixed
regrouping
References:
Materials:

decimals

with

BEC-PELC II G 2.b
Enfolding Mathematics V
flashcards

III. Learning Experiences:

A. Preparatory Activities:
1. Mental Computation:
Drill on subtracting from multiples
of 10
a. 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
B. Developmental Activities:
1. Presentation:
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

5. 63.22

- 24.31- 9.35
3. 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 =
=
2. 0.68 0.485 =
=
3. 0.8 0.36 =

4. 0.4 0.187
5. 0.74 0. 397

V. Assignment
Read 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 Mastery
V-R V-B
5
4
3
2

V-Y

V -W

V-G

1
0