School: SANKANAN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: SANCHITA E. MAHISTRADO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 2 – 3, 2025 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of polygons
B.Performance Standards The learner is able to construct and describe polygons
C.Learning Competencies/Objectives Identify the terms related to a circle Identifies the terms related to a circle
Code: M5GE-IIId-23 Code: M5GE-IIId-23,
II.CONTENT Geometry Identifying the Terms Related to a
Circle
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 61/ Mathematics for Better CG p. 61/ Mathematics for Better Life,
Life ™5 pp.226-228 Teacher’s Manual p. 226
2.Learners’s Materials pages
3.Textbook pages Mathematics for Better Life TX Mathematics for a Better Life 5, p. 234
pp234-236
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource Models of plane figures with curved puzzle pieces, circle illustrations
edges, puzzle of different
pictures of circles, circular cutouts
IV.PROCEDURES
A.Reviewing previous lesson or 1. Drill on visualizing circle 1. Drill
presenting the new lesson The teacher uses pictures or real Post figures with curved edges on the
objects and let the pupils identify board.
whether it is a circle or not Ask pupils to identify each figure.
Directions: Clap your hands twice if Have the pupils identify which of these
the object is a circle and stamp your are circles
feet thrice if it is not 2. Review
2. Review Directions: Identify and name the
Group the class into 3 groups. Give parts of the circle
them activity card and let them
write
their answers on metacards.
Group I- Name five objects that
suggest a circle.
Group II- Why is a ball not an
example of a circle.
Group III- What differentiates a
circle from other plane figures
B.Establishing a purpose for the lesson Strategy: Game (puzzle) Strategy: Puzzled Up
Mechanics: Materials: puzzle pieces of a circle
 1. Divide the class into four groups. Mechanics:
2. Group Leaders will pick or get the a. Group the pupils into 4’s.
envelope containing parts of puzzle. b. Each group will have their activity
3. Give them 1 minute to form the kit which includes pieces of puzzle.
puzzle. And the first group to c. Each group will form the pieces to
complete form a circle. They will form 3 pieces
it wins the game. of circles of different sizes.
4. Remind each pupil to be a good d. The first group to post their work
sport when playing games wins
C.Presenting Examples/ instances of a. Strategy: Paper Folding Activity Strategy: Naming Parts of the Circle
the new lesson Mechanics: Materials: circular cut-outs
1) Divide the class into 5 groups. Mechanics:
2) Give each group a piece of a. Group the pupils into 4’s.
circular cutout. b. Study the circle.
3) Let them fold it in half. (Focus the c. Trace the circle around from point P
pupils’ attention on the line back to the same point. (That is the
segment formed by the fold. circumference of the circle.)
Introduce the term Diameter to d. Trace the curve line from point P to
name point Q passing point N.
the line segment. (That is the called semi-circle.)
4) After that, let them fold the e. Trace point N to point Q. (That is a
cutout such that the diameter is minor arc. The degree measures less
halved. (Introduce the term radius than 180°.
to the name of the new line f. Trace point N to point Q passing
segment formed). How the length of point P. (That is the major arc.
the radius compares with the The degree is greater than 180°.
diameter? What is
a diameter? What is a radius?
5) Using a marker, let them mark
the center of the circle. (Specify that
a center named the circle.
b. Present another circle
cutout/picture like shown below
Look at the circle that is posted. Can
you give the lines in a circles?
How do we name this circle?
What can you say on Line ED? How
will you the describe it? (so we
called it chord whose endpoints lie
on a circle.)
D.Discussing new concepts and Directions: Group the class into Presentation of each group
practicing new skills #1 four. Use the illustrated circle at the Original File Submitted and
right in answering the items in the Formatted by DepEd Club Member
activity. - visit depedclub.com for more
1. The circle is named as ________.
2. OT is a _________.
3. OE is a _________.
4. HE is a _________.
 5. The center of the circle is
________.
6. Name 3 radii:
_______,_______,_______.
7. Name 2 diameters:
________,________,________
8. Name the chords:
_________,_________.
E.Discussing new concepts and Presentation of each group What is the name of the circle?
practicing new skills #2 How will you describe the
circumference of the circle?
How is the semi-circle formed?
How will you describe minor arc?
major arc?
How will compare minor and major
arc?
How will you describe the area of the
circle?
F.Developing Mastery Directions: Refer to Circle O to name
Directions: Use circle O at the right the following.
to identify each line segment as a. a minor arc ______________
a radius, a diameter and a chord. b. a major arc ______________
1. Line AC c. a semicircle ________________
2. Line OA Direction: Do the following.
3. Line FM d. Trace the circumference of the
4. Line OD circle.
5. Line OC e. Shade the area of the circle
6. Line OF
7. Line AB
8. Line DC
G.Finding Parctical application of Directions: Form five groups. Let Directions: Group the pupils into 3’s.
concepts and skills in daily living each group draw their own circle. Let the draw the following circle
Have them illustrate a radius, illustrating the following. Shade the
diameter and a chord. Give area of the three circles differently.
them time to do this. Each group a. minor arc
will present their output b. major arc
c. semi-circle
H.Making generalization and How will you identify the radius, How will you identify the
abstraction about the lesson diameter, chord and center of a circumference, area, semi-circle,
circle? minor arc, and major arc of a circle
I.Evaluating learning Directions: Refer to the circles Directions: Use circle O to identify
below to answer the following each line segment in the figure.
1. Name the diameters and radii in a. FG
the circle. b. RS
2. Which line segments in the circle c. SE
are chords d. GE
e. AS
J.additional activities for application Directions: Have the pupils work in Directions: Illustrate five circles
or remediation pairs. They will each fold a showing the following parts of the
circle to show 4 diameters and circle. Label each illustration.
name the diameters a. circumference
and the radii formed. Have them b. area
explain what part of c. minor arc
each diameter a radius is. d. major arc
Enrichment e. semicircles
Directions: Use this circle to show
three diameters and three radii. Use
capital letters to name the points on
the circle
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
the evaluation next objective. objective. next 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% _____% of the pupils got 80% _____% of the pupils got 80% mastery
mastery mastery
B.No.of learners who require ___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
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson despite
of limited resources used by the of limited resources used by the despite of limited resources used by despite of limited resources used by of limited resources used by the
teacher. teacher. the teacher. the teacher. teacher.
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished
their work on time. work on time. their work on time. their work on time. their work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior. behavior. behavior. behavior. behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
require remediation activities for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
 lesson lesson lesson lesson lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
helpme solve?
G.What innovation or localized 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:
materials did used/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and learning, peer teaching, and projects.
projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities. opportunities. opportunities. manipulatives, repetition, and local opportunities.
opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. Examples: Student created videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, language you want students to use, and language you want students to use, slowly and clearly, modeling the language you want students to use,
and providing samples of student providing samples of student work. and providing samples of student language you want students to use, and providing samples of student
work. work. and providing samples of student work.
Other Techniques and Strategies used: work.
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies
used: ___ Group collaboration used: Other Techniques and Strategies used:
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: ___ Explicit Teaching
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration ___Gamification/Learning throuh play
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh ___ Answering preliminary
activities/exercises ___ Diads ___ Answering preliminary play activities/exercises
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Carousel
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___ Diads
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___ Differentiated Instruction
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Role Playing/Drama
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Lecture Method
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method Why?
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Complete IMs
 ___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___ Availability of Materials
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Pupils’ eagerness to learn
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Group member’s
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn collaboration/cooperation
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s in doing their tasks
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Audio Visual Presentation
of the lesson ___ Audio Visual Presentation in doing their tasks of the lesson
of the lesson ___ Audio Visual Presentation
of the lesson

Prepared by: Checked by: Monitored by:

Sanchita E. Mahistrado Esperanza B. Abonitalla Dante L. Sumihay

Teacher III Master Teacher I Elementary School Principal I