School: Bulaon Elementary Grade Level: Five

Grade 1 to 12 Teacher: Mrs. Alma H. Limbitco Learning Area: Mathematics

DAILY LESSON LOG
Date: April 8 – 10,Teaching
2024 Section and Time: Gr. 5-Marcos 10:20-11:10 Quarter: FOURTH
(Monday & Wednesday) Gr. 5-Duterte 11:10-12:00
I. OBJECTIVES Gr. 5-Aquino 1:00-1:50
A. Content Standards The learner demonstrates understanding of
1. area, volume and temperature
2. line graphs and experimental probability
B. Performance Standards The learner is able to
1. apply knowledge of area, volume and temperature in mathematical problems and real-life situations
2. create and interpret representations of data (tables and line graphs) and apply experimental probability in mathematical problems and real-life
situations
C. Learning The learner
Competencies/Objectives 1. visualizes the volume of a cube and rectangular prism. (M5MEIVc-77)
Write the LC code for each 2. names the appropriate unit of measure used for measuring the volume of a cube and a rectangle prism. (M5MEIVc-78)
3. converts cu. cm to cu. m and vice versa; cu.cm to L and vice versa (M5MEIVd-80)
II. CONTENT: Volume of a Cube and a Rectangular Prism
Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century MATHletes TM pp. 115 – 117
2. Learner’s Material pages
3. Textbook pages 21st Century MATHletes TX pp. 310 - 317
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Real - Life Mathematics 5 pp. 461 - 474
Images from Google
IV. PROCEDURE
A. Reviewing previous lessons Let’s recall our previous lessons. Read and solve the problem.
or presenting the new lesson. A circular table cloth has a diameter of 60 cm. What is the area of the table that can be covered by the cloth?
a. Asked: ___________________________
b. Given: ____________________________
c. Operation: _________________________
d. Equation: __________________________
e. Solution and answer: _________________
B. Establishing a purpose for Can you name the object on your left side? Yes, it is a gift box. If you are going to give a gift to your love ones, you
the lesson can use a gift box like this. What could be the things you can put in? Do you need to consider the objects you put in
it? You have to consider the space provided so that the object you put in fit the space.
C. Presenting Volume tells the number of cubic units contained in a space figure. It is expressed in cubic units. A cubic centimetre (cm3) is a common unit for
instances/examples of the new measuring volume.
lesson

Can you give the volume of the figures above? If you are going to count the cubic units in figure (i) you will say they are 8 cubic units, while in
figure (ii) there 9 cubic units. Will counting the number of cubic units to get the volume be always possible?

D. Discussing new concepts

and practicing new skills #1 How many columns of cubes are there in the figure? There are 8 columns of cubes.
How many rows of cubes are there in the figure? There are 3 rows of cubes.
How many layers of cubes are there in the figure? There are 4 layers of cubes.
layer

row
column
By counting the number of cubes, you get 96 cubes. You can say that the rectangular figure is made of 96 cubes. If 1 cube is 1 cubic unit, then
the volume of the figure is 96 cubic units.
Notice that 96 is the product of 8 x 3 x 4.
This means that the number of cubes that make up the figure is the product of: number of columns x number of rows x number of layers.
Since columns represent length, rows represent width, and layers represent height, you can say that the (V) of the rectangular figure is:
V = length x width x height or V = lwh
Let’s try this.
In this figure there are 5 columns (l), 5 rows (w) and 5 layers (h). Look at the
figures, the first figure represents the whole and the second figure represents the
detached or single layer so we can easily count them. I f each layer has 25
cubes, how many cubes are there for 5 layers? Or How many 5 by 5 by 5
cubes? There are 125 cubic units in this figure.

Now it’s your turn. Give the number of cubic units/volumeof the following figures
 V = ____ V = ____ V = ______
E. Discussing new concepts The given cube is 1 m3 (1 m x 1 m x 1 m). Since each edge can be divided into 10 parts,
and practicing new skills #2 the cube can be viewed as 10 dm edge cube, and it is 1000 dm3 cube (10 dm x 10 dm 10
dm). If each edge of the same cube is divided into into 100 parts, the cube then is 1000
000 cm3 cube (100 cm x 100 cm x 100 cm). Hence, 1 m3 is the same as 1000 dm3 and
1000 000 cm3.

1m
10 dm Based on the above qualities, a table of conversion forcubic measures can be derived.
100 cm
1 m3 = 1000 dm3
1 m3 = 1000 000 cm3.
1 dm3 = 1000 cm3.
The conversion table can be used in changing units of volume from larger to smaller unit and vice versa.

Study the following examples.

1. 5 m3 = 5000 dm3 5. 0.01 m3 = 10 000 cm3

2. 4.5 m3 = 4500 dm3 6. 7 dm3 = 7000 cm3
3. 0.9 m3 = 900 dm3 7. 0.6 dm3 = 600 cm3
4. 6 m3 = 6 000 000 cm3

In the above examples, the given volume has a bigger unit. The conversion is from bigger to smaller unit.

Examine the next examples.

1. 8000 dm3 = 8 m3 4. 10 000 cm3 = 0.01 m3
3 3
2. 650 dm = 0.650 m 5. 1500 cm3 = 1.5 dm3
3 3
3. 9 000 000 cm = 9 m 6. 300 cm3 = 0.3 dm3

 What operation was used to convert m3 to dm3? m3 to cm3? dm3 to cm3?

 What operation was used to convert dm3 to m3? cm3 to m3? cm3 to dm3?

Let’s Practice:

Convert the given measure to the given unit. Write your answer on the line.
 1. 6. 4 m3 = ________ dm3 4. 375 dm3 = ________ m3
2. 7.5 m3 = _________ cm3 5. 9000 cm3 = _______ dm3
3. 12 dm3 = _________ cm3 6. 12 000 cm3 = ________ m3

F. Developing Mastery Answer the following:

1. Find the volume of a rectangular prism, count the number of cubic units in one layer, count the number of layers needed to completely fill the
figure, and then multiply them together.

2. A big box has a volume of 225 m3. What is its volume in cm3? _______________
G. Finding practical application Uses of Volume in Daily Life
of concepts and skills in daily 1. Bottoms Up. One of the main ways volume is used daily is when calculating drinking amounts. ...
living 2. Fueling Up. When you fill up your vehicle, the volume of gasoline your gas tank holds determines your purchase. ...
H. Making generalizations and Volume - is the amount of space inside a space figures. It is measured in cubic units.
abstraction about the lessons  The volume of a unit cube whose length, width and height are 1 unit each is 1 cubic unit.
 We visualize volume of rectangular prism and cube by counting the number of unit cubes.
 The most common of which are cubic millimetres mm3 which is the smallest, followed by centimetres (cm3) , cubic decimetres (dm3) and
the largest cubic metres (m3)
 To convert a bigger cubic unit to smaller cubic unit, multiply it by its equivalent cubic measure.
 To covert a smaller cubic unit to bigger cubic unit, divide it by its equivalent cubic measure.
I. Evaluating Learning
A. Visualizing Cubes-Rectangular Prisms
Count the unit cubes and find the volume of each rectangular prism.

1. 2. 3. 4. 5.

V = _______ V = ________ V = _________ V = _________ V = ________

 B. Write the appropriate unit of volume to measure each of the following.
Choose among the unit of measures: mm3, cm3, dm3, m3
1. soil in a pot 4. garbage in a landfill
2. juice in a tetra pack 5. water in a swimming pool
3. water in a pitcher

C. Convert each given measure to each given unit.

Write your answers in the blanks.
1. 18 cm3 = __________ dm3 3. 15 000 000 cm3 = ________ dm3 5 . 9 m3 = __________ cm3
2. 75 dm3 = __________ cm3 4. 7m3 = ________ dm3
J. Additional Activities for Answer the following.
Application or Remediation 1.

4m

A = _______ m2
2.

V = ________ cubic units

3. What cubic unit of measure will you use to measure the square jewelry box?
4. Convert 25 000 cm3 to dm3.
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: Noted by:

ALMA H. LIMBITCO ABIGAIL T. MENDOZA

Teacher Principal I V