Mathematics 5

LESSON 13
Quarter 3 Week 6 Day 1

I. OBJECTIVES
A. Content The learner demonstrates understanding of polygons,
Standards circles, and solid figures.
B. Performance The learner is able to construct and describe polygons,
Standards circles and solid figures.
C. Learning The learner makes models of different solid figures:
Competencies or cube, prism, pyramid, cylinder, cone, and sphere using
Objectives plane figure.
Code: M5GE-IIIe-26
II. CONTENT Making models of different solid figures: cube, prism,
pyramid, cylinder, cone, and sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart,
empty gift box
IV. PROCEDURE

115
 A. Review previous 1. Drill
lesson or presenting The teacher will flash pictures of real objects
the new lesson that are models of space figures and the pupils
will tell what kind of solid figures each pictures
resembles.
2. Review
Ask: What are the different kinds of solid
figures? How does solid figure differ from plane
figure?
B. Establishing a purpose Ask the pupils what special gifts did they received
for the lesson
during special occasions like birthdays or Christmas
day. Show different empty gift box. Ask the pupils what
are those, what solid figures they are similar with and if
they want to learn how to make them. Stress the
importance of gift giving.
C. Presenting Present the chart to the class.
examples/instances of
the new lesson

Say: Using the nets we can make our own models of

solid figures.
D. Discussing new The teacher will discuss the chart presented to the
concepts and practicing
pupils, this time he/she will also use his/her own made
new skills #1
nets of solid figures. He/she will have each pupils
touch and describe the nets of solid figures presented
by the him/her.

116
 E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advance
Task: Divide the class
into 4 groups. Each
group will be assigned to
make their own model of
solid figures using the
nets that they will also
make.
Group 1 – pyramid
Group 2 – cube
Group 3 – rectangular
prism
Group 4 - cylinder
Average
Task: Divide the class
into 4 groups. Each
group will be provided
nets of solid figures.
Using the nets, they will
make the model of solid
figures assigned to each
group.
Group 1 – pyramid
Group 2 – cube
Group 3 – rectangular
prism
Group 4 - cylinder

2. Group Reporting
Let them show the space figures they made that are
different from the other group. Have them describe
each and identify its parts.
F. Developing mastery Ask: How did you find the activity?
How did you make space figures?
Were you able to create space figures correctly?
Were you able to give the description of particular
space figures?
G. Finding practical Have the pupils find the nets of the following figures:
applications of concepts
and skills in daily living

117
H. Making Ask: How do we make models of solid figures: cube,
generalizations and
prism, pyramid, cylinder, cone, sphere using plane
abstractions about the
lesson figures?
I. Evaluating learning Make each solid figure using art paper:
1. red pyramid
2. yellow rectangular prism
3. green cone
4. violet cylinder
5. orange cube
J. Additional activities for Construct at least one solid figure using card board or
application or remediation
cheap board.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

118
 Mathematics 5
LESSON 13
Quarter 3 Week 6 Day 2

I. OBJECTIVES
A. Content The learner demonstrates understanding of polygons,
Standards circles, and solid figures.
B. Performance The learner is able to construct and describe polygons,
Standards circles and solid figures.
C. Learning The learner makes models of different solid figures:
Competencies or cube and rectangular prism using plane figure.
Objectives Code: M5GE-IIIe-26b
II. CONTENT Making models of different solid figures: cube, prism,
pyramid, cylinder, cone, and sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart
IV. PROCEDURE
A. Review previous 3. Drill
lesson or presenting The teacher will flash pictures of real objects
the new lesson that are models of space figures and the pupils

119
 will tell what kind of solid figures each pictures
resembles.
4. Review
Have the pupils describe the cube and
rectangular prism.
B. Establishing a purpose Ask the pupils about the boxes of gifts they receive on
for the lesson
Christmas or even on birthdays if they are all wrapped
in the same size of boxes.
C. Presenting Present the picture to the class.
examples/instances of
the new lesson

Say: These are nets/patterns of cube and rectangular

prism. Using these, we can make our own models of
cube and rectangular prism.
D. Discussing new Ask: What is a geometry net?
concepts and practicing
(A geometry net is a plane figure that can be folded to
new skills #1
form a solid figure. Or a net is a pattern made when
the surface of a solid figure is laid out flat showing
each face of the figure. A solid figure may have
different nets.)
What is the plane figure of cube’s faces? Rectangular
prism? How many?
(A cube consists of six square faces, twelve edges,
and eight vertices. The rectangular prism is made of
two rectangular bases and four rectangular sides.)

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 E. Discussing new Group Activity
concepts and practicing
new skills #2 Advanced Average
Task: Divide the class Task: Divide the class
into 4 groups. Each into 4 groups. Each
group will be assigned to group will be provided
make their own model of nets of cube and
cube and rectangular rectangular prism. Using
prism using the nets that the nets, they will make
they will also make. the model of cube and
rectangular prism.
2. Group Reporting
Let them show the cubes and rectangular prisms they
made. Have them describe each and identify its parts.
F. Developing mastery Ask: How did you find the activity?
How did you make the cube and rectangular prism?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical Choose which is the correct net for the given solid
applications of concepts
figure.
and skills in daily living

H. Making Ask: How do we make models of cube and rectangular

generalizations and
prism using plane figures?
abstractions about the
lesson (We can make models of cube and rectangular prism
using nets or patterns.)

121
 I. Evaluating learning Make your own cube and rectangular prism using used
folders or cardboard.
J. Additional activities for Make your own gift box. Apply what you have learned
application or remediation
from making cube and rectangular prism. Be ready to
present it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

122
 Mathematics 5
LESSON 14
Quarter 3 Week6 Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of polygons,
Standards circles, and solid figures.
B. Performance The learner is able to construct and describe polygons,
Standards circles and solid figures.
C. Learning The learner makes models of different solid figures:
Competencies or cone and pyramid using plane figure.
Objectives M5GE-IIIe-26c
II. CONTENT Making models of different solid figures: cone and
pyramid using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart,
picture of pyramid
IV. PROCEDURE

123
 A. Review previous Have the pupils present the gift boxes they
lesson or made, applying the skills learned in making
presenting the new cube and rectangular prism.
lesson How do we make models of cube and
rectangular prism?
B. Establishing a purpose Show pictures of pyramids of Giza. Let the pupils
for the lesson
describe it. Ask: Have you ever wondered how the
Egyptians made it?
C. Presenting Present models of cone and pyramid.
examples/instances of Have the pupils describe each of them.
the new lesson Ask: How many edges, vertices and faces cone and
pyramid has? How does the cone and pyramid differ
from each other?
D. Discussing new Ask: What shapes makes up a cone and pyramid?
concepts and practicing
(A cone has a curved face and a flat face. The flat face
new skills #1
is a circle; the curved face is a curved triangle. A
pyramid consists of one rectangle and four triangles.)
Show the nets of cone and pyramid.

Say: using these net we can make models of cone and

pyramid.

124
 E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advanced Average
Task: Divide the class Task: Divide the class
into 4 groups. Each into 4 groups. Each
group will be assigned to group will be provided
make their own model of nets of cone and
cone and pyramid using pyramid. Using the nets,
the nets that they will they will make the model
also make. of cone and pyramid.

2. Group Reporting
Let them show the cones and pyramids they made.
Have them describe each and identify its parts.
F. Developing mastery Ask: How did you find the activity?
How did you make the cone and pyramid?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical Ask: Is a cone a pyramid?
applications of concepts
(No. A pyramid is a special case of a cone and
and skills in daily living
therefore you can refer a pyramid as a cone but not
the other way around. It is easy to see the close
relationship between pyramids and cones. The only
difference is the base--a pyramid is a cone with a
polygonal base.)
H. Making Ask: How do we make models of cone and pyramid
generalizations and
using plane figures?
abstractions about the
lesson (We can make models of cone and pyramid using nets
or patterns.)
I. Evaluating learning Make your own cone and pyramid using used folders
or cardboard.

125
J. Additional activities for Make your own Pyramids of Giza. Apply what you
application or remediation
have learned from making cone and pyramid. Be
ready to present it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

126
 Mathematics 5
LESSON 14
Quarter 3 Week6 Day 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of polygons,
Standards circles, and solid figures.
B. Performance The learner is able to construct and describe polygons,
Standards circles and solid figures.
C. Learning The learner makes models of different solid figures:
Competencies or cylinder and sphere using plane figure.
Objectives M5GE-IIIe-26d
II. CONTENT Making models of different solid figures: cylinder and
sphere using plane figure.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide, Lesson Guide 6 pp.363
pages
2. Learners Materials LM/Week 2 /DLP Gr. 5 Module 1, 12
pages
3. Textbook pages
4. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning Division Contextualized Curriculum Matrix ARTCUL-
Resources INDMAT-IV
Division Local Heritage matrix
flash cards, pocket chart, problem written on the chart
IV. PROCEDURE
A. Review previous Have the pupils present their own Pyramids of Giza
lesson or presenting they made, applying the skills learned in making cone
the new lesson and pyramid.
How do we make models of cone and pyramid?

127
B. Establishing a purpose Ask: What is your favorite sports? Why?
for the lesson Show different kinds of ball to the class and let the
pupils identify each of them. (balls for basketball,
volleyball, soccer and baseball.) Tell them the
importance of engaging to sports.
C. Presenting Present models of cylinder and sphere.
examples/instances of Have the pupils describe each model.
the new lesson Ask: Do you want to know how to make a model of
cylinder and sphere?
D. Discussing new Show the nets of cylinder and sphere.
concepts and practicing
new skills #1

Say: These are the nets of cylinder and sphere. It is

impossible to make a perfect sphere (ball or globe)
from a flat sheet of paper. Paper can curve in one
direction, but cannot curve in two directions at the
same time. Another way to make a sphere is with
pointed ellipses. Globes can be made this way, since
the edges of the net run along longitudes. The net of a
cylinder consists of three parts: One circle gives the
base and another circle gives the top. A rectangle
gives the curved surface.

128
 E. Discussing new
concepts and practicing
new skills #2
Group Activity
Advanced Average
Task: Divide the class Task: Divide the class
into 4 groups. Each into 4 groups. Each
group will be assigned to group will be provided
make their own model of nets of cylinder and
cylinder and sphere sphere. Using the nets,
using the nets that they they will make the model
will also make. of cylinder and sphere.

2. Group Reporting
Let them show the cylinder and sphere they made.
Have them describe each and identify its parts.
F. Developing mastery Ask: How did you find the activity?
How did you make the cone and pyramid?
Were you able to create them correctly?
Were you able to give the description of particular solid
figures?
G. Finding practical Ask: What is the difference between cylinder, cone
applications of concepts
and sphere?
and skills in daily living
(A cylinder is similar to a prism, but its two bases are
circles, not polygons. Also, the sides of a cylinder are
curved, not flat. A cone has one circular base and a
vertex that is not on the base. The sphere is a space
figure having all its points an equal distance from the
center point.)
H. Making Ask: How do we make models of cylinder and sphere
generalizations and
using plane figures?
abstractions about the
lesson (We can make models of cylinder and sphere using
nets or patterns.)
J. Evaluating learning Make your own cylinder and sphere using used folders
or cardboard.

129
J. Additional activities for Make your own models of balls for basketball,
application or remediation
volleyball, and soccer. Apply what you have learned
from making cylinder and sphere. Be ready to present
it to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with other
teachers?

130
 Mathematics 5
LESSON 15
Quarter 3 Week6 Day 5

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the concept
of sequence and solving simple equations.
B. Performance The learner is able to apply the knowledge of sequence
Standard in various situations.
C. Learning The learner formulates the rule in finding the next term in
Competencies / Objectives a sequence.
M5AL-IIIf-6
II. CONTENT Formulating the rule in finding the next term in a
sequence involving one operation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials 21st Century Mathletes, p.233 & p. 235
pages
3. Textbook pages  Exploring Math Possibilities 5, pp. 250-251,
pp.255-256
 Charts or tarpapel or Powerpoint
presentation(with laptop, projector/TV screen)
 picture
 Manila paper and marker for group work
4. Additional Materials
from Learning Resource
(LR) Portal
B.Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous Identify the following solid figures.

lesson or presenting the
new lesson

B. Establishing a purpose Look at the picture on page 250 of the LM.

for the lesson Tell what is on the picture.

131
 Have you receive a gift from a special someone or from
your love ones? What gifts did you receive from
them?Describe the feeling when a person was given a
gift from love ones.

C. Presenting Engage,page 250 of LM

Examples/Instances of new
lesson
Seven days before his mother’s birthday, Clark planned
to give her gifts. On the first day , he sent one gift. On
the second day, he sent three gifts.On the third day, he
sent five gifts, and so on. How many gifts did Clark send
his mother on the seventh day?

D. Discussing new Explore, pages 250-251 of LM

concepts and practicing new
skills #1 The table shows the number of gifts given by Clark
rd
Day 1st 2nd 3 4th 5th 6th 7th
No
of 1 3 5 ? ? ? ?
Gift
s

Upon observing the number of gifts, the pattern shown is

+2.
Explain how to get the term on the 7th day.
E. Discussing new There are problems in Math that can be solved by
concepts and practicing new observing sequences and patterns.
skills #2 Differentiate a Sequence from a pattern.
(A sequence is a list of numbers or objects in a defined
or logical order.)p. 251
(Patterns are repetitive sequences and can be found in
nature, shapes, events, set of numbers and almost
everywhere.) p. 251

See example 1, p. 251

Find the next three terms of the sequence
2,5,8,_____,_____,_____,…
Answer is 11,14,17
We find the answers by adding 3.
Rule: +3

See example 2, p. 251

Find the next three terms of the sequence
3,6,9,12,24,____,_____,_____
The answer is 48,96,192
We find the answers by multiplying by 2.
Rule: x2

132
 Present other example and determine the rules applied:

100,98,96,94,92,90,88 (rule is -2)

4,20,100,500,2500,… (rule is x5)
2000,1000,500,250,125 (rule is ÷2)
25,28,31,34,37,40,43,46,… (rule is +3)
There are many rules that may apply using one
operation
+, - , x , or ÷
Rules are determined through observing the
patterns.
Developing mastery AVERAGE LEARNERS
(Leads to Formative Find the next three terms in a sequence and state the
Assessment) rule
GROUP 1:
1.) 2,4,6,8,_____,______,_____
Rule__________
2.) 3,6,8,10,_____,_____,_____
Rule__________
3.) 5,10,15,20,_____,______,____
Rule__________

GROUP 2:
1) 2,4,8,16,_____,_____,_____
Rule__________
2) 3,9,27,_____,______,_____
Rule__________
3) 1,5,25,______,______,_____
Rule__________

GROUP 3:
1) 21, 25,29,33,_____,______,_____,…
Rule__________
2) 11,44,176, _____,_____,_____,…
Rule__________
3) 105,100,95,90,_____,_____,___
Rule__________
ADVANCE LEARNERS
Find the missing terms to complete the sequence. Write
the rule being used.
GROUP 1:
1) 3,18, 24,30,_____,_____,48,…
Rule__________
2) 4,_____,_____,32,64,128,…
Rule__________
3) 1,4,16,______, 256,1024,…
Rule__________
GROUP 2:
1) ______, 500,440,380,______
Rule__________
2) 90, 140,190,_____,______,340
Rule__________
3) ____, 36,108,324,_____,2916
Rule__________

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 GROUP 3:
1) 27054,_______,3006,1002,______
2) 109,134,_____,______,_____,_____,259
3) 910,960,______,_____,1110,1160
Rule__________
G. Finding practical Solve:
applications of concepts and 1. Nicole is writing a poem. She writes 6 words on
skills in daily living the first liNe, 12 words on the second line, 24
words on third line and 48 words on the fourth
line. If this continues, how many words will Nicole
on the fifth line?
H. Making How do you formulate rule in finding the next term in a
generalizations and sequence?
abstractions about the A sequence is a list of numbers or objects in a defined or
lesson logical order.Rules are determined through observing the
next terms.
I. Evaluating Learning State the rule in the following sequence.
1. 2,3,4,5
2. 2,4,8,16
3. 7,14,21,28
4. 6,11,16,21
5. 10,16,22,28
J. Additional activities for Solve Evaluate, letter A,1-8 only on page 255 of the
application and remediation LM
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial work?
No. of learners who have
caught up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did you
use/discover which I wish to
share with other teachers?

134