School: MV HECHANOVA MEMORIAL SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: APOLLO P. BANGERO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 11 – 14, 2024 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner is expected to demonstrate understanding of circles
B.Performance Standards The learner is able to describe construct circles
C.Learning Competencies/Objectives Draws circles with different radii using Visualizes and describes solid figures Visualizes and describes solid figures Makes models of different solid Makes models of solid figures:
a compass Code Page: M5GE-IIIe Code: M5GE-IIIe-25 figures; cube, prism and pyramid cylinder, cone and sphere using
Code: M5GE-IIIe-24, using plane figures
plane figures Code: M5GE-IIIe-26
Code: M5GE-IIIe-26
II.CONTENT Drawing circles with different radii Visualizing and describing solid figures Visualizing and describing solid Making Models of Different Solid Making models of solid figures:
using a compass figures Figures; Cube, Prism and cylinder, cone and sphere using
Pyramid Using Plane Figures plane figures
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 62 CG p. 62 CG p. 62 CG p. 62 CG p. 62
2.Learners’s Materials pages
3.Textbook pages 21st Century Mathematics 6, p.216 21st Century Mathematics 5 pp.300-302 21st Century mathematics 5, pages
300-302
4.Additional materials from learning https://www.youtube.com/watch? BEAM LG Grade. 5 Geometry/DLP BEAM LG Grade. 5 Geometry
resource (LR) portal v=2cg-Uc556-Q Gr. 5 Module 46
B.Other Learning Resource Compass, 5 pcs. String with the same flash cards, cut outs, illustrations, video Real objects, PowerPoint Cartolina, pair of scissors, paste, used cardboard, paste, scissors
length presentation presentation, spatial figures flash cards, spatial figures, and
used folders
IV.PROCEDURES
A.Reviewing previous lesson or presenting 1. Drill 1. Drill (Conduct a drill on 4. Drill on solving for 4. Drill Strategy: Unscramble Game
the new lesson Directions: Name the parts of the identifying different kinds of perimeter and area. Solving for the perimeter/area of Mechanics:
circle. polygons Game: plane figures. 1. Teacher shows jumbled
2. Review 2. Review: (Review on spatial Mechanics: Traveling Game letters of spatial figures
Directions: Identify the terms related and plane figures) 1. Divide the class into 4 groups. 4. Review 2. Students figure out the
to a circle being described. Teacher will flash cards of 2. Teacher provides an illustration Identifying Spatial Figures correct spatial figure by
__________1. A segment joining two different figures. Say the board for each group. What are the different spatial unscrambling the letters.
points of the circle phrase I have a 3. Teacher flashes pictures of plane figures? Example: BUCE  CUBE
__________ 2. A segment joining the figures with given measurements Give examples of real objects that 4. After each set of
pen if the figure is flat and I
center and any point of sides. are models of spatial letters has been
of the circle have an apple if the figure is
4. The first pupil from each group figures. unscrambled, the
__________3. An arc whose degree not flat. solves for the perimeter and area of teacher calls on a
measures less than180 the given figure. He/she writes the student to describe the spatial
__________4. A chord that passes answer on the illustration board figure.
through the center provided for each group.
__________5. It names the circle 5. The first to give the correct
answers (with the proper label) and
 raises his/her board first, gets 2
points.
6. Continue the game until everyone
in the column has participated.
7. The group with the most number
of point wins.
2. Review: Identifying Spatial Figures
What are the different spatial
figures?
Give examples of real objects that
are models of spatial figures.
B.Establishing a purpose for the lesson We know how to use a ruler to draw Strategy 1: Play the Concentration Game Show different spatial figures like the 1) Group the pupils into Learning 1. Group the pupils into Learning
segments of a given length and how to  Teacher prepares 12 cards consecutively numbered with cone, cube, rectangular prism, Barkadas Teams
use a protractor to draw angles of a illustrations at the back. cylinder, sphere and pyramid. Ask 2) Provide each group pieces of 2. Provide each group pieces of
given measure.  Teacher divides the class into three groups of five. the pupils to name them. Let them used folders, pair of scissors, used folders, pair of scissors,
Today we are going to draw circles  The first player of each group will choose 5 numbers which he give / count the number of edges, and pastes and paste.
with different radii thinks has illustrations of 5 solid figures. faces and vertices. 3) Let them make some spatial 3. Let them make spatial figure
 Teacher will open the cards to see if the answers are all correct. Original File Submitted and figures out of these materials. out of those materials.
 When the answer is incorrect , other groups may steal the chance Formatted by DepEd Club 4) The first to make 3 will be 4. The first team make a solid
To answer. Member - visit depedclub.com declared winner figure will be declared winner
 The first group to get the most number of point wins.
for more
C.Presenting Examples/ instances of the new Strategy: Activity Based (3 As – Act, Strategy: Scaffold-Knowledge Present a paper robot whose parts Present the lesson through this Present the lesson through this
lesson Analyze, Apply) Information ( 4 A’s Activity) are made up of spatial figures. Ask activity: activity:
Procedure Activitv (Build on students ideas) them to identify the spatial figures a. Call the winner. a) Call the winner
 Group the class into 5. Analysis (Make thinking visible) represented by each part by 1) Let them show their finished 1) Let them show their finished
 Give each group a string. Abstraction (Encourage listening to completing the table below. products to the class. product to the class.
 Each group will chose one others 2) Have them describe each and 2) Have them describe and
representative to stand in front of Application- Promote autonomy /life identify its part. identify its parts.
them holding one end of the string. long learning) b. Call the 2nd placer. b) Call the 2nd placer.
 Then, let another member walk Present a video song : 3D Shapes I 1) Let them show the spatial 1) Let them show the spatial
holding the other end of the string Know (solid shapes song- including figures they made that are figure they made that is
around to form a circle, placing other sphere, cylinder, cube, cone, and different from the first group. different from the first group.
members evenly on the imaginary pyramid) 2) Have them describe each and 2) Have them describe and
distance around the circle Reference: identify its part. identify its parts.
https://www.youtube.com/watch? c. Do the same with the other c) Do the same with the other
v=2cg-Uc556-Q group. group.
VALUING: Did you make use of Valuing: Did you use your
your materials wisely? materials wisely? How?
How? What are things you have What are the things you have
that can still be that can still be recycled?
Recycled? Why? In what way can In what way can you recycle
you recycle them? them
D.Discussing new concepts and practicing What figure is formed? What is the song about? What are the different spatial figures Strategy: Think-Pair-Share How did you find the activity?
new skills #1 What does the pupil in the middle What kind of figures were mentioned that you can see in the robot? Matching Game How did you make spatial
represent? on the song? How can you describe the 1) Blindfold a volunteer pupil. figures?
How are they common? characteristics of each figure? 2) Let him/her hold a spatial Were you able to create spatial
 How did you find the activity? Provide nets of cube, rectangular figure. figures correctly?
 How did you visualize spatial figures? prism, pyramid and cylinder for 3) Let him/her identify and Were you able to give the
  Were you able to differentiate spatial the pupils to assemble . describe it. description of particular spatial
figures correctly? Example: figures?
 Did you identify the common What kind of spatial figure have you
characteristics of spatial formed?
figures?
E.Discussing new concepts and practicing More exercises: Group Work
new skills #2 Directions: Show real objects and let Group 1
the pupils identify the Construct a cylinder from its net
spatial figure they represent. Give 1. Draw a figure similar to this
the number of sides, one.
edges and vertices. 2. Cut carefully around the net
1. ball 5. Tent 3. Fold up the circles then wrap
2. globe 6. Dice the rectangle around them to
3. funnel 7. Ice cream cone construct the cylinder.
4. test tube 8. Tin can 4. Label the object with
its correct name
Group 2
Construct a cone from its net
1. Draw a figure similar to this
one.
2. Cut carefully around the net
Page593
3. Fold up the circle then wrap
the other figure around it to
construct the cone.
4. Label the object with its
correct name.
Group 3
Construct a cylinder from its net
Pupils will be provided with net
and they are going to fold it to
form a sphere
F.Developing Mastery A compass is used to draw circles or Activity: ThinkingSkills (Recall, Model, Strategy: Direct Instruction Strategy: Group Activity Presentation of each group
parts of a circle called arcs. Familiarize and Decide-RFMD Activity: TGA ( Tell, Guide, Act ) 1) Divide the class into group of
On our activity, which is considered Activity) Tell 3s.
the compass?  Divide the class into 5 groups. Ask a volunteer pupil to come in 2) Each group will be given used
We are going to draw a circle with a  Recall the Video presentation front. Another pupil will blindfold folders
center at A and radius of 2  Model: Ask them to Illustrate and him/her. Allow the blindfolded pupil 3) Used folders will be used by
centimeters. name at least three solid figures that to hold a spatial figure. each group in making
First, set up compass to an opening of they have watched from the video. Guide spatial figure assigned to them.
2 cm.  Familiarize the figure by completing Direct the pupil to feel the object Group 1 – Cube
Second, draw point A with a pencil. the chart. firmly to be able to determine Group 2 – Prism
Next, place the point of the compass  Decide whether the answer is correct the number of faces, edges and Group 3 – Pyramid
on A. Rotate the compass to draw the by completing the table with the vertices.
circle. correct description on illustrations Can you describe the figure?
We now have a circle A. made. How many faces, edges and vertices
Let us put some radii.  Make a yell as a sign that they have are there?
From the center, draw a segment to finish the activity Act
 any part of the circle. Let the pupil draw what he/she felt
Let the pupils perform the activity on the figure on the board.
repeatedly until they can draw their Continue the activity using more
own circle. figures.
G.Finding Parctical application of concepts Directions: Draw a circle using a a) Use of Real Situation Problem Group pupils in 4’s Directions: Match Column A with 1. Blindfold a volunteer from
and skills in daily living compass with 8 radii. 1) With the teacher’s supervision, aloud Approach: Inquiry Based Column B your group.
pupils to roam around the Approach A B 2. Let him/her hold a spatial
classroom. Strategy: Practical Inquiry ____ The base is a polygon and figure.
2) Let them observe their surroundings Model 4) rectangular prism 3. Let him her identify and
and jot down the different spatial Activity: AICDR ___2) A spatial figure with a pol describe it.
figures they see. Ask: What are the different gonal base whose edges y meet
3) Afterwards they go back to the spatial figures inside and outside a common vertex
classroom and share what they have the classroom? b) cone
listed on paper Investigate: Bring the c) pyramid
4) Ask them to tabulate their answers. pupils outside the classroom and let . d) cylinder
them observe and jot down the ___3) A spatial figure having a
different spatial figures they see. circular base and one vertex.
Create: Let them tabulate e) triangular prism
the answers by making this table 4) A spatial figure with a parallel
Discuss: The pupils will be congruent faces called bases and
given time to share what they the other faces are
have listed. What were the parallelograms.
different spatial figures 5) A spatial figure with 2 circular
that you saw? bases,
What are their no edge, and no vertex.
characteristics?
Reflect: Why is it important
to be aware of the different
Spatial figures that you see
and experience through
the environment
H.Making generalization and abstraction How can you draw a circle with What are the different spatial figures. What are the different spatial How do we make models of solid How did you make a model of
about the lesson different radii? Describe each one. figures? figures; cube, prism and cylinder? Cube? Sphere?
What are their common Describe each. pyramid using plane figures? What did you use?
characteristics? Give examples of real life objects that
Give examples of real life objects that represent each spatial
represent each spatial figure. figure?
I.Evaluating learning Directions: Draw circle C with 5 radii Directions: Write true or false. If the Directions: Complete the table below. Directions: Using cartolina make Directions: Construct each
using a compass statement is false draw the Spatial Fig Illus # of No.of no. of models of solid figures listed spatial figure using art paper:
correct solid figure described. faces edges vertices below. 1. cone
1) A rectangular prism has six faces. Cube 1. Cube 2. cylinder
2) A triangular prism has six faces. Sphere 2. Rectangular prism 3. sphere
3) A sphere has no edge. cylinder
3. Rectangular pyramid
4) The edges of a cube are equal. cone
5) The two bases of a cylinder are pyramid
circular.
J.additional activities for application or Directions: Draw circles E and A with a Ask the pupils to identify the solid Directions: Cut out pictures of Cut out pictures of objects from Directions: Cut out pictures of
remediation 5 radii each on your figures represented in body parts of the objects from newspapers or newspapers or magazines that objects from newspapers or
 notebook. robot illustrated below. magazines that are models of spatial are magazines that are models of
figures. Describe each models of spatial figures then cone, cylinder and sphere.
make your own models out of Describe each
used
folders.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the
evaluation objective. objective. objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in
their lesson. their lesson. their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
of lack of knowledge, skills and interest of lack of knowledge, skills and interest because of lack of knowledge, skills and because of lack of knowledge, skills because of lack of knowledge, skills
about the lesson. about the lesson. interest about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the
despite of some difficulties encountered in despite of some difficulties encountered in despite of some difficulties encountered lesson, despite of some difficulties lesson, despite of some difficulties
answering the questions asked by the answering the questions asked by the in answering the questions asked by the encountered in answering the encountered in answering the
teacher. teacher. teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson despite of ___Pupils mastered the lesson ___Pupils mastered the lesson
limited resources used by the teacher. limited resources used by the teacher. limited resources used by the teacher. despite of limited resources used by despite of limited resources used by
___Majority of the pupils finished their ___Majority of the pupils finished their work ___Majority of the pupils finished their the teacher. the teacher.
work on time. on time. work on time. ___Majority of the pupils finished ___Majority of the pupils finished
___Some pupils did not finish their work on ___Some pupils did not finish their work on ___Some pupils did not finish their work their work on time. their work on time.
time due to unnecessary behavior. time due to unnecessary behavior. on time due to unnecessary behavior. ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary
behavior. behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can helpme solve? remediation remediation remediation require remediation require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: Examples: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
other teachers? Examples: Self assessments, note taking Self assessments, note taking and studying Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note
and studying techniques, and vocabulary techniques, and vocabulary assignments. and studying techniques, and vocabulary taking and studying techniques, and taking and studying techniques, and
assignments. ___Bridging: Examples: Think-pair-share, assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts. ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
quick-writes, and anticipatory charts. quick-writes, and anticipatory charts. share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts.
 ___Schema-Building: Examples: Compare
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, ___Schema-Building: Examples: Compare ___Schema-Building: Examples: ___Schema-Building: Examples:
and contrast, jigsaw learning, peer and projects. and contrast, jigsaw learning, peer Compare and contrast, jigsaw Compare and contrast, jigsaw
teaching, and projects. teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and
___Contextualization: projects.
___Contextualization: Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. opportunities. opportunities. manipulatives, repetition, and local
___Text Representation: opportunities.
___Text Representation: Examples: Student created drawings, videos, ___Text Representation: ___Text Representation:
Examples: Student created drawings, and games. Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
videos, and games. ___Modeling: Examples: Speaking slowly videos, and games. videos, and games. Examples: Student created
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want ___Modeling: Examples: Speaking slowly ___Modeling: Examples: Speaking drawings, videos, and games.
and clearly, modeling the language you students to use, and providing samples of and clearly, modeling the language you slowly and clearly, modeling the ___Modeling: Examples: Speaking
want students to use, and providing student work. want students to use, and providing language you want students to use, slowly and clearly, modeling the
samples of student work. samples of student work. and providing samples of student language you want students to use,
Other Techniques and Strategies used: work. and providing samples of student
Other Techniques and Strategies used: ___ Explicit Teaching Other Techniques and Strategies used: work.
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching Other Techniques and Strategies
___ Group collaboration ___Gamification/Learning throuh play ___ Group collaboration used: Other Techniques and Strategies
___Gamification/Learning throuh play ___ Answering preliminary ___Gamification/Learning throuh play ___ Explicit Teaching used:
___ Answering preliminary activities/exercises ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
activities/exercises ___ Carousel activities/exercises ___Gamification/Learning throuh play ___ Group collaboration
___ Carousel ___ Diads ___ Carousel ___ Answering preliminary ___Gamification/Learning throuh
___ Diads ___ Differentiated Instruction ___ Diads activities/exercises play
___ Differentiated Instruction ___ Role Playing/Drama ___ Differentiated Instruction ___ Carousel ___ Answering preliminary
___ Role Playing/Drama ___ Discovery Method ___ Role Playing/Drama ___ Diads activities/exercises
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Differentiated Instruction ___ Carousel
___ Lecture Method Why? ___ Lecture Method ___ Role Playing/Drama ___ Diads
Why? ___ Complete Ims Why? ___ Discovery Method ___ Differentiated Instruction
___ Complete Ims ___ Availability of Materials ___ Complete Ims ___ Lecture Method ___ Role Playing/Drama
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials Why? ___ Discovery Method
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Complete Ims ___ Lecture Method
___ Group member’s collaboration/cooperation ___ Group member’s ___ Availability of Materials Why?
collaboration/cooperation in doing their tasks collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete Ims
in doing their tasks ___ Audio Visual Presentation in doing their tasks ___ Group member’s ___ Availability of Materials
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn
of the lesson of the lesson in doing their tasks ___ Group member’s
___ Audio Visual Presentation collaboration/cooperation
of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson