School: SIOTES ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: SHERYL F. ARESCO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: MARCH 13 – 17, 2023 (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 The learner is able to describe construct circles
Standards
C.Learning Draws circles with different Visualizes and describes solid Visualizes and describes solid figures Makes models of different solid figures; Makes models of solid figures: cylinder,
Competencies/Objectiv radii using a compass figures Code: M5GE-IIIe-25 cube, prism and pyramid using cone and sphere using plane figures
es Code: M5GE-IIIe-24, Code Page: M5GE-IIIe plane figures Code: M5GE-IIIe-26
Code: M5GE-IIIe-26
II.CONTENT Drawing circles with different Visualizing and describing Visualizing and describing solid figures Making Models of Different Solid Figures; Making models of solid figures:
radii using a compass solid figures Cube, Prism and cylinder, cone and sphere using plane
Pyramid Using Plane Figures 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, 21st Century Mathematics 5 21st Century mathematics 5, pages 300-
p.216 pp.300-302 302
4.Additional materials https://www.youtube.com/ BEAM LG Grade. 5 Geometry/DLP Gr. 5 BEAM LG Grade. 5 Geometry
from learning resource watch?v=2cg-Uc556-Q Module 46
(LR) portal
B.Other Learning Compass, 5 pcs. String with flash cards, cut outs, Real objects, PowerPoint presentation, Cartolina, pair of scissors, paste, flash used cardboard, paste, scissors
Resource the same length illustrations, video spatial figures cards, spatial figures, and
presentation used folders
IV.PROCEDURES
A.Reviewing previous 1. Drill 1. Drill (Conduct a drill 4. Drill on solving for perimeter 4. Drill Strategy: Unscramble Game
lesson or presenting the Directions: Name the parts of on identifying and area. Solving for the perimeter/area of plane Mechanics:
new lesson the circle. different kinds of Game: figures. 1. Teacher shows jumbled letters of
2. Review polygons Mechanics: Traveling Game spatial figures
Directions: Identify the terms 2. Review: (Review on 1. Divide the class into 4 groups. 4. Review 2. Students figure out the correct
related to a circle being spatial and plane 2. Teacher provides an illustration Identifying Spatial Figures spatial figure by unscrambling the
described. figures) board for each group. What are the different spatial figures? letters.
__________1. A segment Teacher will flash 3. Teacher flashes pictures of plane Give examples of real objects that are Example: BUCE  CUBE
joining two points of the cards of different figures with given measurements models of spatial 4. After each set of letters has
circle figures. Say the of sides. figures. been unscrambled, the
__________ 2. A segment 4. The first pupil from each group teacher calls on a
phrase I have a
joining the center and any solves for the perimeter and area of student to describe the spatial figure.
 point pen if the figure is the given figure. He/she writes the
of the circle flat and I have an answer on the illustration board
__________3. An arc whose apple if the figure is provided for each group.
degree measures less 5. The first to give the correct answers
not flat.
than180 (with the proper label) and
__________4. A chord that raises his/her board first, gets 2 points.
passes through the center 6. Continue the game until everyone in
__________5. It names the the column has participated.
circle 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 We know how to use a ruler Strategy 1: Play the Concentration Game Show different spatial figures like the 1) Group the pupils into Learning 1. Group the pupils into Learning
for the lesson to draw segments of a given  Teacher prepares 12 cards consecutively cone, cube, rectangular prism, cylinder, Barkadas Teams
length and how to use a numbered with illustrations at the back. sphere and pyramid. Ask the pupils to 2) Provide each group pieces of used 2. Provide each group pieces of used
protractor to draw angles of a  Teacher divides the class into three groups of five. name them. Let them give / count the folders, pair of scissors, folders, pair of scissors, and paste.
given measure.  The first player of each group will choose 5 number of edges, faces and vertices. and pastes 3. Let them make spatial figure out of
Today we are going to draw numbers which he thinks has illustrations of 5 solid Original File Submitted and 3) Let them make some spatial figures those materials.
circles with different radii figures. Formatted by DepEd Club Member out of these materials. 4. The first team make a solid figure
 Teacher will open the cards to see if the answers - visit depedclub.com for more 4) The first to make 3 will be declared will be declared winner
are all correct. winner
 When the answer is incorrect , other groups may

steal the chance

To answer.

 The first group to get the most number of point

wins.

C.Presenting Examples/ Strategy: Activity Based (3 As Strategy: Scaffold-Knowledge Present a paper robot whose parts are Present the lesson through this activity: Present the lesson through this activity:
instances of the new – Act, Analyze, Apply) Information ( 4 A’s Activity) made up of spatial figures. Ask them to a. Call the winner. a) Call the winner
lesson Procedure Activitv (Build on students identify the spatial figures represented 1) Let them show their finished products 1) Let them show their finished product
 Group the class into 5. ideas) by each part by completing the table to the class. to the class.
 Give each group a string. Analysis (Make thinking below. 2) Have them describe each and identify 2) Have them describe and identify its
 Each group will chose one visible) its part. parts.
representative to stand in Abstraction (Encourage b. Call the 2nd placer. b) Call the 2nd placer.
front of them holding one listening to others 1) Let them show the spatial figures they 1) Let them show the spatial figure
end of the string. Application- Promote made that are different from the first they made that is different from the
 Then, let another member autonomy /life long learning) group. first group.
walk holding the other end of Present a video song : 3D 2) Have them describe each and identify 2) Have them describe and identify its
the string around to form a Shapes I Know (solid shapes its part. parts.
circle, placing other members song- including sphere, c. Do the same with the other group. c) Do the same with the other group.
evenly on the imaginary cylinder, cube, cone, and VALUING: Did you make use of your Valuing: Did you use your materials
distance around the circle pyramid) materials wisely? wisely? How?
Reference: How? What are things you have that can What are the things you have that can
https://www.youtube.com/w still be still be recycled?
atch?v=2cg-Uc556-Q Recycled? Why? In what way can you In what way can you recycle them
recycle them?
D.Discussing new 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?
concepts and practicing What does the pupil in the What kind of figures were that you can see in the robot? Matching Game How did you make spatial figures?
new skills #1 middle represent? mentioned on the song? How can you describe the 1) Blindfold a volunteer pupil. Were you able to create spatial figures
How are they common? characteristics of each figure? 2) Let him/her hold a spatial figure. correctly?
 How did you find the Provide nets of cube, rectangular 3) Let him/her identify and describe it. Were you able to give the description
activity? prism, pyramid and cylinder for of particular spatial figures?
 How did you visualize the pupils to assemble .
spatial figures? Example:
 Were you able to What kind of spatial figure have you
differentiate spatial figures formed?
correctly?
 Did you identify the
common characteristics of
spatial
figures?
E.Discussing new More exercises: Group Work
concepts and practicing Directions: Show real objects and let Group 1
new skills #2 the pupils identify the Construct a cylinder from its net
spatial figure they represent. Give the 1. Draw a figure similar to this one.
number of sides, 2. Cut carefully around the net
edges and vertices. 3. Fold up the circles then wrap the
1. ball 5. Tent rectangle around them to
2. globe 6. Dice construct the cylinder.
3. funnel 7. Ice cream cone 4. Label the object with its
4. test tube 8. Tin can 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 Activity: ThinkingSkills (Recall, Strategy: Direct Instruction Strategy: Group Activity Presentation of each group
circles or parts of a circle Model, Familiarize and Activity: TGA ( Tell, Guide, Act ) 1) Divide the class into group of 3s.
called arcs. Decide-RFMD Tell 2) Each group will be given used folders
On our activity, which is Activity) Ask a volunteer pupil to come in front. 3) Used folders will be used by each
considered the compass?  Divide the class into 5 Another pupil will blindfold him/her. group in making
We are going to draw a circle groups. Allow the blindfolded pupil to hold a spatial figure assigned to them.
with a center at A and radius  Recall the Video spatial figure. Group 1 – Cube
 of 2 presentation Guide Group 2 – Prism
centimeters.  Model: Ask them to Direct the pupil to feel the object firmly Group 3 – Pyramid
First, set up compass to an Illustrate and name at least to be able to determine
opening of 2 cm. three solid figures that they the number of faces, edges and
Second, draw point A with a have watched from the video. vertices.
pencil.  Familiarize the figure by Can you describe the figure?
Next, place the point of the completing the chart. How many faces, edges and vertices
compass on A. Rotate the  Decide whether the answer are there?
compass to draw the circle. is correct by completing the Act
We now have a circle A. table with the correct Let the pupil draw what he/she felt on
Let us put some radii. description on illustrations the figure on the board.
From the center, draw a made. Continue the activity using more
segment to any part of the  Make a yell as a sign that figures.
circle. they have finish the activity
Let the pupils perform the
activity repeatedly until they
can draw their own circle.
G.Finding Parctical Directions: Draw a circle a) Use of Real Situation Group pupils in 4’s Directions: Match Column A with Column 1. Blindfold a volunteer from your
application of concepts using a compass with 8 radii. Problem Approach: Inquiry Based B group.
and skills in daily living 1) With the teacher’s Approach A B 2. Let him/her hold a spatial figure.
supervision, aloud pupils to Strategy: Practical Inquiry ____ The base is a polygon and 3. Let him her identify and describe it.
roam around the Model 4) rectangular prism
classroom. Activity: AICDR ___2) A spatial figure with a pol gonal
2) Let them observe their Ask: What are the different base whose edges y meet a common
surroundings and jot down spatial figures inside and outside vertex
the different spatial the classroom? b) cone
figures they see. Investigate: Bring the pupils c) pyramid
3) Afterwards they go back to outside the classroom and let them . d) cylinder
the classroom and share observe and jot down the different ___3) A spatial figure having a circular
what they have listed on spatial figures they see. base and one vertex.
paper Create: Let them tabulate the e) triangular prism
4) Ask them to tabulate their answers by making this table 4) A spatial figure with a parallel
answers. Discuss: The pupils will be congruent faces called bases and
given time to share what they the other faces are parallelograms.
have listed. What were the 5) A spatial figure with 2 circular bases,
different spatial figures no edge, and no vertex.
that you saw?
What are their
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 How can you draw a circle What are the different spatial What are the different spatial figures? How do we make models of solid figures; How did you make a model of cylinder?
and abstraction about with different radii? figures. Describe each one. Describe each. cube, prism and Cube? Sphere?
the lesson What are their common Give examples of real life objects that pyramid using plane figures? What did you use?
 characteristics? represent each spatial
Give examples of real life figure?
objects that represent each
spatial figure.
I.Evaluating learning Directions: Draw circle C with Directions: Write true or Directions: Complete the table below. Directions: Using cartolina make models Directions: Construct each spatial
5 radii using a compass false. If the statement is false Spatial Fig Illus # of No.of no. of of solid figures listed figure using art paper:
draw the faces edges vertices below. 1. cone
correct solid figure described. Cube 1. Cube 2. cylinder
1) A rectangular prism has six 2. Rectangular prism 3. sphere
Sphere
faces. 3. Rectangular pyramid
2) A triangular prism has six cylinder

faces. cone

3) A sphere has no edge. pyramid

4) The edges of a cube are
equal.
5) The two bases of a cylinder
are circular.
J.additional activities for Directions: Draw circles E and Ask the pupils to identify the Directions: Cut out pictures of objects Cut out pictures of objects from Directions: Cut out pictures of objects
application or A with a 5 radii each on your solid figures represented in from newspapers or newspapers or magazines that are from newspapers or
remediation notebook. body parts of the robot magazines that are models of spatial models of spatial figures then make your magazines that are models of cone,
illustrated below. figures. Describe each own models out of used cylinder and sphere.
folders. Describe each
V.REMARKS
VI.REFLECTION
A.No. of learners who ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
earned 80% in the the next objective. the next objective. objective. objective. objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
mastery mastery
B.No.of learners who ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in answering ___Pupils did not find difficulties in
require additional in answering their lesson. in answering their lesson. answering their lesson. their lesson. answering their lesson.
activities for ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in answering their ___Pupils found difficulties in answering
answering their lesson. answering their lesson. their lesson. lesson. their lesson.
remediation
___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because
lesson because of lack of lesson because of lack of of lack of knowledge, skills and interest lack of knowledge, skills and interest about of lack of knowledge, skills and interest
knowledge, skills and interest knowledge, skills and interest about the lesson. the lesson. about the lesson.
about the lesson. 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 ___Pupils were interested on despite of some difficulties encountered in despite of some difficulties encountered in despite of some difficulties encountered in
the lesson, despite of some the lesson, despite of some answering the questions asked by the answering the questions asked by the teacher. answering the questions asked by the
difficulties encountered in difficulties encountered in teacher. ___Pupils mastered the lesson despite of teacher.
answering the questions asked by answering the questions asked by ___Pupils mastered the lesson despite of limited resources used by the teacher. ___Pupils mastered the lesson despite of
the teacher. the teacher. limited resources used by the teacher. ___Majority of the pupils finished their work limited resources used by the teacher.
___Pupils mastered the lesson ___Pupils mastered the lesson ___Majority of the pupils finished their work on time. ___Majority of the pupils finished their work
despite of limited resources used despite of limited resources used on time. ___Some pupils did not finish their work on on time.
by the teacher. by the teacher. ___Some pupils did not finish their work on time due to unnecessary behavior. ___Some pupils did not finish their work on
___Majority of the pupils finished ___Majority of the pupils finished time due to unnecessary behavior. time due to unnecessary behavior.
their work on time. their work on time.
___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
 unnecessary behavior. unnecessary behavior.

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

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