School: SAN MIGUEL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: VIVIAN P. SANCHEZ Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates: FEBUARY 19-23, 2024 (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 Visualizes congruent polygons Visualizes congruent polygons Visualizes and describes a circle Identify the terms related to a circle Identifies the terms related to a circle
Code: M5GE-IIId-22, Code: M5GE- IIId-22 Code: M5GE – IIId.23, Code: M5GE-IIId-23 Code: M5GE-IIId-23,
II.CONTENT Visualizing Congruent Polygons Visualizing congruent polygons Visualizing and describing a circle Geometry Identifying the Terms Related to a
Circle
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 61/Lesson Guide in Elem. Math CG p. 61/ Lesson Guide in Elem. Math CG p. 61 CG p. 61/ Mathematics for Better CG p. 61/ Mathematics for Better Life,
Gr. 5 pp. 358-362 Grade 5 pp. 358-362 Life ™5 pp.226-228 Teacher’s Manual p. 226
2.Learners’s Materials pages
3.Textbook pages Mathematics for Better Life 5, p.350 Growing Up with Math 5 pp. 244-246 Mathematics for Better Life, pp Mathematics for Better Life TX Mathematics for a Better Life 5, p. 234
pp234-236
4.Additional materials from learning BEAM LG Gr. 5 Geometry DepEd Learning Portal, Math 5
resource (LR) portal
B.Other Learning Resource Charts, flash cards, graphing paper, cut-outs of polygons, activity sheets metacards, charts, protractor, circle- Models of plane figures with curved puzzle pieces, circle illustrations
cutouts of different polygons power point presentation shaped objects edges, puzzle of different
graphing paper, scissors pictures of circles, circular cutouts
IV.PROCEDURES
A.Reviewing previous lesson or 1. Drill 1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle 1. Drill
presenting the new lesson Climbing the ladder Strategy: Guessing Game – What Am I Directions: Which of the following is The teacher uses pictures or real Post figures with curved edges on the
Mechanics 1. I am a 3-sided polygon with a circle. objects and let the pupils identify board.
a. The teacher group the pupils into 2 congruent side whether it is a circle or not Ask pupils to identify each figure.
– boys and girls. 2. I am 4-sided polygon with congruent Directions: Clap your hands twice if Have the pupils identify which of these
b. He or she flashes the geometrical sides the object is a circle and stamp your are circles
figures written on the flash cards and 3. I have nine sides 2. Review feet thrice if it is not 2. Review
let it be identified by the pupils. 4. I am a four- sided polygon with one  What is a polygon? 2. Review Directions: Identify and name the
c. The pupils who answer the question pair of parallel side.  Give examples of polygons Group the class into 3 groups. Give parts of the circle
will step one ladder up. The first group 5. I am a 3-sided polygon with two sides them activity card and let them
to reach the top is the winner. equal write
2. Review their answers on metacards.
Guessing Game- What am I? Group I- Name five objects that
a. I am a 3-sided polygon with suggest a circle.
congruent side. Group II- Why is a ball not an
b. I am a 4-sided polygon with example of a circle.
congruent sides. Group III- What differentiates a
c. I have 10 sides. circle from other plane figures
d. I am a four-sided polygon with 1
pair of parallel side.
e. I have 8 sides.
B.Establishing a purpose for the lesson Ask: Look at our blackboards. Do they Look at our blackboards. Do they have the same size and shape? Is a circle a polygon? Why do you Strategy: Game (puzzle) Strategy: Puzzled Up
have the same size and Look around the room. What objects have the same size and shape? think so? Mechanics: Materials: puzzle pieces of a circle
Shape? Look around the room. What 1. Divide the class into four groups. Mechanics:
objects have the same 2. Group Leaders will pick or get the a. Group the pupils into 4’s.
shape and size? envelope containing parts of puzzle. b. Each group will have their activity
Values Integration 3. Give them 1 minute to form the kit which includes pieces of puzzle.
Ask some pupils to relate their puzzle. And the first group to c. Each group will form the pieces to
experiences. Lead them to complete form a circle. They will form 3 pieces
the discussion that will develop their it wins the game. of circles of different sizes.
willingness to do 4. Remind each pupil to be a good d. The first group to post their work
the assigned tasks. sport when playing games wins
C.Presenting Examples/ instances of Strategy: Looking for the correct pair Materials: cut outs of polygons, ruler, Have the pupils observe the circles a. Strategy: Paper Folding Activity Strategy: Naming Parts of the Circle
the new lesson Materials: cutouts of polygons, ruler, protractor below. Mechanics: Materials: circular cut-outs
protractor and identify them Mechanics: Take a look at each of the circles. Do 1) Divide the class into 5 groups. Mechanics:
Mechanics: a. Group the pupils into 4’s. you find any line segment? 2) Give each group a piece of a. Group the pupils into 4’s.
a. Group the pupils into 4’s. b. Distribute envelopes with cut outs of circular cutout. b. Study the circle.
b. Distribute envelopes with cutouts of polygons, two of which are pair. 3) Let them fold it in half. (Focus the c. Trace the circle around from point P
polygons, two of which are c. Let the pupils look for the pair of pupils’ attention on the line back to the same point. (That is the
pair. polygons as shown below. Let them segment formed by the fold. circumference of the circle.)
c. Instruct the pupils to look for the measure the sides and the angles. Let Introduce the term Diameter to d. Trace the curve line from point P to
pair of the polygons as shown them paste the polygons in pair on name point Q passing point N.
below. Let them measure the sides a manila paper the line segment. (That is the called semi-circle.)
and the angles. Let them What can you say about the sides of 4) After that, let them fold the e. Trace point N to point Q. (That is a
paste the polygons in pair on manila each pair of polygons? cutout such that the diameter is minor arc. The degree measures less
paper What can you say about the shape? halved. (Introduce the term radius than 180°.
d. Ask the pupils. What can you say What can you say about the angles? to the name of the new line f. Trace point N to point Q passing
about the sides of each pair segment formed). How the length of point P. (That is the major arc.
of polygons? What can you say about the radius compares with the The degree is greater than 180°.
the shape? What diameter? What is
Can you say about the angles? a diameter? What is a radius?
e. Let the pupils draw congruent 5) Using a marker, let them mark
polygons and identify them. 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 Teacher then processed the output Mechanics: Strategy: Direct Instruction Directions: Group the class into Presentation of each group
practicing new skills #1 done by each group. a. Group the pupils into 4 groups  A circle is a simple closed curved. It four. Use the illustrated circle at the Original File Submitted and
b. Let them bring out their ruler and is composed of a set of points right in answering the items in the Formatted by DepEd Club Member
graphing paper equidistant from a fixed point called activity. - visit depedclub.com for more
c. Instruct the pupils to draw different the center of the circle. 1. The circle is named as ________.
polygons using the graphing paper.  In the illustration point O is found 2. OT is a _________.
 Draw one pair of polygons with the at the center of the circle. 3. OE is a _________.
same size and shape  A circle is named by its center. This 4. HE is a _________.
Group 1- three-sided polygons like circle is called circle O. 5. The center of the circle is
equilateral, isosceles  Segment OA is a radius. Radius is a ________.
and scalene line segment from the center 6. Name 3 radii:
Group 2- four-sided polygons to any point on the circle. A radius is _______,_______,_______.
Group 3- five to seven-sided polygons half of a diameter. 7. Name 2 diameters:
Group 4- eight to ten-sided polygons  We can use a protractor to draw a ________,________,________
d. Let the pupils compare the figures circle. A protractor is 8. Name the chords:
they cut. an instrument that is used to draw _________,_________.
e. What can you say about their size circles with different radii.
and shape? We can also trace a circle from other
f. Guide the pupils to answer that the objects with a shape of
pair of plane figure with exactly a circle.
the same shape and size are congruent.
g. Ask: How did you feel when
performing the activity?
What value is developed when you
performed the activity?
E.Discussing new concepts and a. How do you find the activity? Presentation of each group Presentation of each group What is the name of the circle?
practicing new skills #2 b. When do you say that two polygons How will you describe the
are congruent? circumference of the circle?
c. What other strategies will you use How is the semi-circle formed?
to help you find that How will you describe minor arc?
two or more polygons are congruent? major arc?
How will compare minor and major
arc?
How will you describe the area of the
circle?
F.Developing Mastery Directions: Look at the figures. Which Directions: Identify the figure in Figure I Strategy: Thinking Skills Directions: Refer to Circle O to name
of them appears to be congruent? that is congruent in Figure II Analyze the following figures. What Directions: Use circle O at the right the following.
Name Figure I Figure II are they? to identify each line segment as a. a minor arc ______________
the pairs 1. Quadrilateral FBEF __________ a radius, a diameter and a chord. b. a major arc ______________
2. Triangle CBE __________ 1. Line AC c. a semicircle ________________
3. Triangle GCH __________ 2. Line OA Direction: Do the following.
4. Quadrilateral ACGF __________ 3. Line FM d. Trace the circumference of the
5. Triangle CDE __________ 4. Line OD circle.
6. Triangle ABF __________ 5. Line OC e. Shade the area of the circle
7. Segment FH __________ 6. Line OF
8. Segment BC __________ 7. Line AB
9. Angle DCE __________ 8. Line DC
10 Triangle CDB
G.Finding Parctical application of Directions: Look at the things inside 1. Look at the things inside the Using the circles and Directions: Form five groups. Let Directions: Group the pupils into 3’s.
concepts and skills in daily living the classroom and identify classroom and identify the congruent different shapes given to your group, each group draw their own circle. Let the draw the following circle
the congruent sides or faces. sides or faces. create a new figure from it. Post your Have them illustrate a radius, illustrating the following. Shade the
a. books d. tables a. books b. tables c . chalkboard work and explain what you have diameter and a chord. Give area of the three circles differently.
b. chalkboard e. walls d. wall e. cabinets formed them time to do this. Each group a. minor arc
c. cabinets 2. Find pair of figure in your classroom will present their output b. major arc
 that shows congruency c. semi-circle
H.Making generalization and When do you say that two polygons Lead the pupils to generalize that two What is a circle? How will you identify the radius, How will you identify the
abstraction about the lesson are congruent? polygons are congruent if: diameter, chord and center of a circumference, area, semi-circle,
a. Both have the same shape and size. circle? minor arc, and major arc of a circle
b. Tracing of one fits the other.
c. Their corresponding angles and sides
are congruent
I.Evaluating learning Directions: Check the letter of the Evaluating Learning Directions: Draw objects that can be found inside and outside Directions: Refer to the circles Directions: Use circle O to identify
figure that is congruent to the first Write the letter of the figure that is the below to answer the following each line segment in the figure.
figure congruent to the first figure. classroom that has a shape of a circle. Label the object you have 1. Name the diameters and radii in a. FG
drawn 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: Draw 2 congruent figures Directions: Directions: Name 5 things found in Directions: Have the pupils work in Directions: Illustrate five circles
or remediation of the following polygons. Certain artists, such as Pablo Picasso, your home that has a shape of a pairs. They will each fold a showing the following parts of the
1. Trapezoid created paintings and drawings using a circle circle to show 4 diameters and circle. Label each illustration.
2. Octagon style called “cubism.” Cubism is an name the diameters a. circumference
3. Pentagon abstract style where the artist arranges and the radii formed. Have them b. area
4. Isosceles triangle cubes and other geometric forms in explain what part of c. minor arc
5. Decagon their work. A cubist painting could each diameter a radius is. d. major arc
contain shapes like those below. 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.

Prepared by: Noted:

VIVIAN P. SANCHEZ MARIA TERESA M. BAYTA

T-III ESP-1