School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 26 – NOVEMBER 30, 2018 (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
a compass Code Page: M5GE-IIIe Code: M5GE-IIIe-25 figures; cube, prism and pyramid
Code: M5GE-IIIe-24, using
plane figures
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
using a compass figures Figures; Cube, Prism and
Pyramid Using Plane Figures
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages 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?v=2c BEAM LG Grade. 5 Geometry/DLP
resource (LR) portal g-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,
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
the new lesson Directions: Name the parts of the identifying different kinds of perimeter and area. Solving for the perimeter/area of
circle. polygons Game: plane figures.
2. Review 2. Review: (Review on spatial Mechanics: Traveling Game
Directions: Identify the terms related and plane figures) 1. Divide the class into 4 groups. 4. Review
to a circle being described. Teacher will flash cards of 2. Teacher provides an illustration Identifying Spatial Figures
__________1. A segment joining two different figures. Say the board for each group. What are the different spatial
points of the circle phrase I have a 3. Teacher flashes pictures of plane figures?
__________ 2. A segment joining the figures with given measurements Give examples of real objects that
pen if the figure is flat and I
center and any point of sides. are models of spatial
of the circle have an apple if the figure is
4. The first pupil from each group figures.
__________3. An arc whose degree not flat. solves for the perimeter and area of
measures less than180 the given figure. He/she writes the
__________4. A chord that passes answer on the illustration board
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

B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the
new lesson
D.Discussing new concepts and practicing
new skills #1
We know how to use a ruler to draw
segments of a given length and how to
use a protractor to draw angles of a
given measure.
Today we are going to draw circles
with different radii
Strategy: Activity Based (3 As – Act,
Analyze, Apply)
Procedure
Group the class into 5.
Give each group a string.
Each group will chose one
representative to stand in front of
them holding one end of the string.
Then, let another member walk
holding the other end of the string
around to form a circle, placing other
members evenly on the imaginary
distance around the circle
What figure is formed?
What does the pupil in the middle
represent?
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.
Strategy 1: Play the Concentration Game Show different spatial figures like the 1) Group the pupils into Learning
Teacher prepares 12 cards consecutively numbered with cone, cube, rectangular prism, Barkadas
illustrations at the back. cylinder, sphere and pyramid. Ask 2) Provide each group pieces of
Teacher divides the class into three groups of five. the pupils to name them. Let them used folders, pair of scissors,
The first player of each group will choose 5 numbers give / count the number of edges, and pastes
which he thinks has illustrations of 5 solid figures. faces and vertices. 3) Let them make some spatial
Teacher will open the cards to see if the answers are all Original File Submitted and figures out of these materials.
correct. Formatted by DepEd Club 4) The first to make 3 will be
When the answer is incorrect , other groups may steal the Member - visit depedclub.com declared winner
chance
for more
To answer.
The first group to get the most number of point wins.
Strategy: Scaffold-Knowledge Present a paper robot whose parts Present the lesson through this
Information ( 4 A’s Activity) are made up of spatial figures. Ask activity:
Activitv (Build on students ideas) them to identify the spatial figures a. Call the winner.
Analysis (Make thinking visible) represented by each part by 1) Let them show their finished
Abstraction (Encourage listening to completing the table below. products to the class.
others 2) Have them describe each and
Application- Promote autonomy /life identify its part.
long learning) b. Call the 2nd placer.
Present a video song : 3D Shapes I 1) Let them show the spatial
Know (solid shapes song- including figures they made that are
sphere, cylinder, cube, cone, and different from the first group.
pyramid) 2) Have them describe each and
Reference: identify its part.
https://www.youtube.com/watch?v=2c c. Do the same with the other
g-Uc556-Q group.
VALUING: Did you make use of
your materials wisely?
How? What are things you have
that can still be
Recycled? Why? In what way can
you recycle them?
What is the song about? What are the different spatial figures Strategy: Think-Pair-Share
What kind of figures were mentioned that you can see in the robot? Matching Game
on the song? How can you describe the 1) Blindfold a volunteer pupil.
How are they common? characteristics of each figure? 2) Let him/her hold a spatial

E.Discussing new concepts and practicing
new skills #2
F.Developing Mastery
G.Finding Parctical application of concepts
and skills in daily living
A compass is used to draw circles or
parts of a circle called arcs.
On our activity, which is considered
the compass?
We are going to draw a circle with a
center at A and radius of 2
centimeters.
First, set up compass to an opening of
2 cm.
Second, draw point A with a pencil.
Next, place the point of the compass
on A. Rotate the compass to draw the
circle.
We now have a circle A.
Let us put some radii.
From the center, draw a segment to
any part of the circle.
Let the pupils perform the activity
repeatedly until they can draw their
own circle.
Directions: Draw a circle using a
compass with 8 radii.
How did you find the activity?
How did you visualize spatial figures?
Were you able to differentiate spatial
figures correctly?
Did you identify the common
characteristics of spatial
figures?
Activity: ThinkingSkills (Recall, Model,
Familiarize and Decide-RFMD
Activity)
Divide the class into 5 groups.
Recall the Video presentation
Model: Ask them to Illustrate and
name at least three solid figures that
they have watched from the video.
Familiarize the figure by completing
the chart.
Decide whether the answer is correct
by completing the table with the
correct description on illustrations
made.
Make a yell as a sign that they have
finish the activity
a) Use of Real Situation Problem
1) With the teacher’s supervision, aloud
pupils to roam around the
classroom.
2) Let them observe their surroundings
and jot down the different spatial
figures they see.
3) Afterwards they go back to the
classroom and share what they have
listed on paper
4) Ask them to tabulate their answers.
Provide nets of cube, rectangular figure.
prism, pyramid and cylinder for 3) Let him/her identify and
the pupils to assemble . describe it.
Example:
What kind of spatial figure have you
formed?
More exercises:
Directions: Show real objects and let
the pupils identify the
spatial figure they represent. Give
the number of sides,
edges and vertices.
1. ball 5. Tent
2. globe 6. Dice
3. funnel 7. Ice cream cone
4. test tube 8. Tin can
Strategy: Direct Instruction Strategy: Group Activity
Activity: TGA ( Tell, Guide, Act ) 1) Divide the class into group of
Tell 3s.
Ask a volunteer pupil to come in 2) Each group will be given used
front. Another pupil will blindfold folders
him/her. Allow the blindfolded pupil 3) Used folders will be used by
to hold a spatial figure. each group in making
Guide spatial figure assigned to them.
Direct the pupil to feel the object Group 1 – Cube
firmly to be able to determine Group 2 – Prism
the number of faces, edges and Group 3 – Pyramid
vertices.
Can you describe the figure?
How many faces, edges and vertices
are there?
Act
Let the pupil draw what he/she felt
on the figure on the board.
Continue the activity using more
figures.
Group pupils in 4’s Directions: Match Column A with
Approach: Inquiry Based Column B
Approach A B
Strategy: Practical Inquiry ____ The base is a polygon and
Model 4) rectangular prism
Activity: AICDR ___2) A spatial figure with a pol
Ask: What are the different gonal base whose edges y meet
spatial figures inside and outside a common vertex
the classroom? b) cone
Investigate: Bring the c) pyramid
pupils outside the classroom and let . d) cylinder

H.Making generalization and abstraction How can you draw a circle with
about the lesson different radii?
I.Evaluating learning Directions: Draw circle C with 5 radii
using a compass
J.additional activities for application or Directions: Draw circles E and A with a
remediation 5 radii each on your
notebook.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the next
evaluation objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
activities for remediation answering their lesson.
___Pupils found difficulties in answering
their lesson.
What are the different spatial figures.
Describe each one.
What are their common
characteristics?
Give examples of real life objects that
represent each spatial figure.
Directions: Write true or false. If the
statement is false draw the
correct solid figure described.
1) A rectangular prism has six faces.
2) A triangular prism has six faces.
3) A sphere has no edge.
4) The edges of a cube are equal.
5) The two bases of a cylinder are
circular.
Ask the pupils to identify the solid
figures represented in body parts of the
robot illustrated below.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
them observe and jot down the
different spatial figures they see.
Create: Let them tabulate
the answers by making this table
Discuss: The pupils will be
given time to share what they
have listed. What were the
different spatial figures
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
What are the different spatial
figures?
Describe each.
Give examples of real life objects that
represent each spatial
figure?
Directions: Complete the table below.
Spatial Illu # of No.of
Fig s faces edges
Cube
Sphere
cylinder
cone
pyramid
Directions: Cut out pictures of
objects from newspapers or
magazines that are models of spatial
figures. Describe each
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___3) A spatial figure having a
circular base and one vertex.
e) triangular prism
4) A spatial figure with a parallel
congruent faces called bases and
the other faces are
parallelograms.
5) A spatial figure with 2 circular
bases,
no edge, and no vertex.
How do we make models of solid
figures; cube, prism and
pyramid using plane figures?
Directions: Using cartolina make
no. of models of solid figures listed
vertic below.
es 1. Cube
2. Rectangular prism
3. Rectangular pyramid
Cut out pictures of objects from
newspapers or magazines that
are
models of spatial figures then
make your own models out of
used
folders.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
 ___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% above
who have caught up with the lesson
D.No. of learners who continue to require ___ of Learners who require additional
remediation activities for remediation
E.Which of my teaching strategies worked ___Yes ___No
well? Why did these work? ____ of Learners who caught up the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to require
principal or supervisor can helpme solve? remediation
G.What innovation or localized materials did Strategies used that work well:
used/discover which I wish to share with  ___Metacognitive 
Development:
other teachers? Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
 ___Bridging: Examples: Think-pair-share,
 ___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.

 
 ___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.

 
 ___Contextualization:
 Examples:
 Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.

 
 ___Text Representation:
 Examples: Student created drawings, videos,
 Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: Speaking slowly
 ___Modeling: Examples: Speaking slowly
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their work
on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive Development: Examples: 
Self assessments, note taking and studying
techniques, and vocabulary assignments.
quick-writes, and anticipatory charts. 
___Schema-Building: Examples: Compare 

and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization: 
 ___Contextualization:
Demonstrations, media,
manipulatives, repetition, and 
local
opportunities.
___Text Representation: 
 ___Text Representation:
and games.  

and clearly, modeling the language you want
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered
in answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work
on time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.

___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.

___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer
teaching, and projects.

Examples: Demonstrations, 
media,

manipulatives, repetition, and local
opportunities.

Examples: Student created drawings,
videos, and games.  Examples: Student created drawings,
___Modeling: Examples: Speaking slowly
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
videos, and games.
and clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
students to use, and providing samples of and clearly, modeling the language you
 ___Modeling: Examples:
student work. want students to use, and providing
samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching Other Techniques and Strategies used:
___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play ___ Group collaboration
___ Answering preliminary ___Gamification/Learning throuh play
activities/exercises ___ Answering preliminary
___ Carousel activities/exercises
___ Diads ___ Carousel
___ Differentiated Instruction ___ Diads
___ Role Playing/Drama ___ Differentiated Instruction
___ Discovery Method ___ Role Playing/Drama
___ Lecture Method ___ Discovery Method
Why? ___ Lecture Method
___ Complete Ims Why?
___ Availability of Materials ___ Complete Ims
___ Pupils’ eagerness to learn ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn
collaboration/cooperation ___ Group member’s
in doing their tasks collaboration/cooperation
___ Audio Visual Presentation in doing their tasks
of the lesson ___ Audio Visual Presentation
of the lesson
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson