Mathematics 5

LESSON 21
Quarter 3 Week 9 Day 1

I. OBJECTIVE
A. Content The learner demonstrates understanding of time and
Standards circumference.
The learner is able to apply knowledge of time and
B. Performance
circumference in mathematical problems and real-life
Standards
situations.
C. Learning The learner visualizes circumference of a circle
Competencies/ M5ME – IIIh – 67
Objectives
II. CONTENT Circumference of a Circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Curriculum Guide in Mathematics 5 page 166
Guide pages
2. Learner’s Mat.
Pages
3. Textbook
pages
4. Learning
Resource
Portal
Real objects, circular lid cover of a can, coins,
B. Other Learning string, ruler, tape measure, empty can of milk, cut-
Resources out circles, yarn, protractor, story problem, activity
sheets
IV. PROCEDURE
A. Reviewing  Checking of assignment
previous  Tell Me the Time (Game)
lesson/Presenting Tessa rode the train from Legazpi City to Naga City.
the new lesson The train left Legazpi at 1:20. It arrived in Naga 3
hours and 20 minutes later. What time was it when
Tessa got off the train in Naga?
B. Establishing a Present picture.
purpose for
the lesson Describe the picture
shown.

What shape is it?

Today we will discuss

about circumference of a
circle.

C. Presenting Ask the class to bring out the circular objects, yarn and
examples/ tape measure. (This can be assigned a day before the
instances of the lesson.)
new lesson

185
 As the class to put yarn around the circular object that
have then cut it.
Using the tape measure, measure the yarn that they put
around the circular object.
Write the measurement on a piece of paper.
Let the class exchange object and compare.

What do you call the measurement around the circle?

Circumference is

D. Discussing new Present a word problem.

concepts and The Grade 5 class of Ms. Santos prepared an output in
practicing new TLE using recycled materials. Ezekiel brought a can of
skills # 1 chips with a diameter of 10 cm. She planned to decorate
the lid cover of the can using a ribbon. How many
centimeters of ribbon are needed to cover the lid of the
can? Let us understand the problem.
1. What is asked in the problem?
 Length of ribbon to be used to cover the
can of chips
2. What are the given facts?
 Diameter = 10 cm
3. How do we solve the problem? (Call a volunteer
if there is or guide them in solving the problem.)
 Use the yarn and wrap it around the can.
 Then measure it using a tape measure.
E. Discussing new Advance Learners Average Learners
concepts and Group Activity Group Activity
practicing new Find the circumference of Find the circumference
skills # 2 the following using a tape of the following using a
measure: yarn:
1. Clock 1. 1. Clock
2. 5 – peso coin 2. 2. 5 – peso coin
3. Lid of a jar 3. 3. Lid of a jar
4. Plate 4. 4. Plate
5. Electric fan 5. 5. Electric fan

F. Developing Advance Learners Average Learners

Mastery Given the circumference, Use the tape measure in
{leads to draw the circle using a finding the
Formative protractor.
Assessment 3} 1. 5 cm
2. 10 cm
3. 3 in
4. 10 in
5. 2 cm

186
 circumference of the
following object.
G. Finding Is learning the circumference of circle important? Why?
practical How?
Applications of
concepts and in
daily living skills
H. Making What is circumference of a circle?
Generalization How do we measure the circumference of a circle?
and abstraction
about the
lesson
I. Evaluating Find the circumference of a circle using a tape measure
Learning or ruler. (Cut out the pictures if
possible)

J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
on the formative

B. No. of learners
who require add’tl
activities. for
remediation

C. No. of Learners
who caught up with
the lesson

187
D. No. of learners
who continue to
require remediation

E. Which of my
teaching strategies
worked well? Why
did this work?

F. What difficulties
did I encounter
which my principal
can help me solve?
G. What innovation
or localized
material did I use to
which I wish to
share with other
teachers?

188
 Mathematics 5
LESSON 20
Quarter 3 Week 9 Day 2

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
time and circumference.

B. Performance Standard The learner is able to apply knowledge of

time and circumference in mathematical
problems and real-life situations.

C. Learning
Competencies/Objectives The learner measures circumference of a
(Code) circle using appropriate tools.
M5ME-IIIh-68a

II. CONTENT
Measuring circumference of a circle using
appropriate tools.

III. LEARNING
COMPENTENCIES
A. References
1. Teacher’s Guide Curriculum Guide in Mathematics 5 page
pages 166
2.. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials LR
Portal
b. Other Learning Real objects, circular lid cover of a can,
Resources coins, string, ruler, meter stick or tape
measure, masking tape, compass, empty
can of milk, cut-out circles, story problem,
activity sheets
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous
lesson or presenting the Review:
new lesson A. Identify the different parts of a circle.
1. A line that passes through the center of
the circle and has both endpoints on the
circle. ___
2. A segment that has one endpoint at the
center and the other on the circle. _______
3. It is the distance around the circle.
_______

189
 4. A point which is equidistant from any point
on the circle.
5. A line segment joining two points on the
circle.
6. It is a part of the circumference.

B. Establishing a
purpose for the lesson Who among you reads newspapers?

What do you do with the old newspapers?

(recycle/reuse)

How important is recycling?

C. Presenting
example/instances In the story problem, what recycled materials
did Paula use for her output?

Present this problem opener.

The Grade 5 class of Mrs.

Mondragon prepared an output in Art
using recycled materials. Paula brought a
can of milk with a diameter of 15 cm. She
planned to decorate the lid cover of the
can using a lace. How many centimeters
of lace are needed to cover the lid of the
can?

D. Discussing new
concepts and practicing What is the story problem about?
new skill #1
Why do we need to reuse and recycle some
of the materials around us?
E. Discussing new
concepts and practicing What will happen if we don’t recycle?
new skill #2
What is asked in the problem?

Let’s help Paula know the length of the

needed lace. (Show the lid cover of the can
to the class.) What are we going to do to find
the answer?

190
 (Measure the distance around the lid cover
of the can or its circumference using the
appropriate tools.)

What are the appropriate tools to find the

circumference of a circular object or
drawing?

How are we going to find the circumference

of the empty can?
(With a piece of string, measure around
each circle to find the circumference. Then
measure the string with your ruler.)

What is the circumference of the lid of the

can?

Discuss further on how to measure the

circumference of the circular objects using
the appropriate tools.

Provide another example of measuring the

circumference using cut-outs of circles.

F. Developing Mastery *Setting the Standards in Group Activity

*Have the pupils work in groups of 8. Each

group should have 3 different sets of
materials.

What to do:
1) With a piece of string or masking tape,
measure around each object to find its
circumference.
2. Measure the string/masking tape with your
ruler or tape measure
3. Measure also the diameter and enter the
data in the table.
4. Compare the measures of diameter to its
circumference.

Circle Circle Circle

1 2 3
Circumference
Diameter
C÷d

191
 Group 1
Measure the circumference of the real
objects such as paper plate, wall clock and
circular mirror

Group 2
Measure the circumference of the cut-out
circles in different sizes

Group 3
Draw and cut the circle with a diameter of 7
cm then measure the circumference.

Presenting/Reporting of outputs

*How did you find the activity?

Were you able to get the accurate measure

of the circumference? How?

G. Finding practical *Is it necessary for us to know the

application of concepts appropriate tools in measuring the
and skill in daily living. circumference of circular objects? Why?

Why is it important to have an accurate

measurement of an object? Cite an example.

H. Making How do you measure the circumference of a

generalizations and circle?
abstraction about the
lesson What tools were used in measuring the
circumference of a circle?

I. EVALUATION Measure the following objects or any

available circular objects inside the
classroom using appropriate tools and
record in the table.

1) electric fan
2) compact disc
3) bottle
4) plastic cup
5) wall clock

192
J. Additional activities for Measure any 5 circular objects at home
application or using the appropriate tools and record the
remediation results in the table.

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 this 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?

193
 Mathematics 5
LESSON 22
Quarter 3 Week 9 Day 3

I. OBJECTIVES
A. Content The learner demonstrates understanding of time and
Standard circumference.

B. Performance The learner is able to apply knowledge of time and

Standard circumference in mathematical problems and real-life
situations.

C. Learning
Competencies/ The learner measures circumference of a circle
Objectives using appropriate tools.
(Code) M5ME-IIIh-68b

II. CONTENT Measuring circumference of a circle using

appropriate tools.

III. LEARNING
COMPENTENCIE
S
A. References
1. Teacher’s Curriculum Guide in Mathematics 5 page 166
Guide pages
2.. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials LR
Portal
b. Other Learning Real objects, coins, string, ruler, meter stick or
Resources tape measure, masking tape, compass, cut-out
circles with different sizes and colors, chart of the
number line and story problem
IV. PROCEDURE Advance Learners Average Learners
A.Reviewing
previous lesson or Drill: Mathematics Word Drill
presenting the new
lesson Describe the following terms using a strip of paper:
Center, radius, diameter, circumference.

Group the pupils into three. Have them work

cooperatively. At the signal “go” they will write their
answers on a strip of paper and post it on the
board. Whoever finishes first and gets the correct
answer will be declared winner.

194
B. Establishing a What do we do during Christmas time?
purpose for the What are lanterns for?
lesson What will you do to make your lanterns beautiful?

C. Presenting It’s Christmas time, pupils and parents of Marikas

example/instances Elementary School agreed to have a lantern
contest using indigenous materials. The diameter
of the lantern should be 1 meter. How many
meters of Christmas lights are needed to cover the
distance around it?

D. Discussing new What is the shape of the lantern in the story

concepts and problem?
practicing new skill What materials should be used in making a
#1 lantern?
What is the important thing in celebrating
Christmas?

What is asked?
E. Discussing new What are the given facts?
concepts and How will you get the length of the Christmas lights?
practicing new skill
#2 Guide the pupils in measuring the circumference of
the lantern (enlarged cut-out circle) using the
appropriate tools such as ruler/tape measure and
string or masking tape.

Present another example in measuring the

circumference of the given object.

Measure the circumference of the pizza with the

given diameter shown on the number line.

195
 Use the appropriate tools to find the circumference
of each pizza.

F. Developing *Setting the standards in group activity

Mastery
Activity 1 - Gallery Walk

a. Group the class into 3.

b. Each group will visit the four station in each
corner of the classroom.
c. The group members will help each other in
measuring the diameter, radius and
circumference of the given circular objects and
cut-out circles.
d. Record the data in the given table.
e. Present and explain the output

Activity 2 – Raise Me

a. Group the class into 5.

b. Each group shall be provided with 5 different
colors and sizes of circles, ruler, tape measure
and string.
c. The group members will work together in
measuring the circumference, diameter and
radius of the circle.
d. The teacher will give the circumference of a
circle and any member of the group will identify
and raise the circle with the corresponding
circumference.
e. The group with the highest score wins.

How did you find the activity?

Did you enjoy doing the activity that we had?
Did you work cooperatively?

G. Finding practical Work in dyads.

application of
concepts and skill Complete the table. Measure the circumference of
in daily living the following using the appropriate tools.

Partner’s 5-peso coin

Head
Circumference
Diameter
C÷d

196
 Is it important to learn how to measure the
circumference of a circular object?

What will happen if you do not know how to

measure accurately?

H. Making How do you measure the circumference of a

generalizations circle?
and abstraction
about the lesson What tools were used in measuring circumference
of a circle?

I. EVALUATION Measure the following objects or any available

circular objects inside the classroom using
appropriate tools and record in the table.

1) ten peso-coin
2) compact disc
3) paper plate
4) lid cover of bottled water
5) cut-out picture of pizza

J. Additional Measure any 5 circular objects at home using the

activities for appropriate tools and record the results in the
application or table.
remediation

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

197
E. Which of my
teaching strategies
worked well? Why
did this 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?

198
 Mathematics 5
LESSON 23
Quarter 3 Week 9 Day 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
time and circumference.

B. Performance Standard The learner is able to apply knowledge of

time and circumference in mathematical
problems and real-life situations.

C. Learning The learner derives a formula in finding the

Competencies/Objectives circumference of a circle.
(Code) M5ME-IIIi-69a

II. CONTENT Deriving a formula in finding the

circumference of a circle.

III. LEARNING
COMPENTENCIES
A. References
1. Teacher’s Guide Lesson Guide in Elementary Mathematics
pages Grade 5 page 301-304,
Mathletes 5 page 300
2.. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials LR
Portal
b. Other Learning Picture of a lake, ruler, tape measure, string,
Resources charts, activity sheets, show-me-boards,
flashcards
IV. PROCEDURE
A. Reviewing previous
lesson or presenting the Review on finding the diameter and radius of
new lesson a circle.
Game: Flash and Tell
 As the teacher flashes card with the
diameter (d), give the value of the
radius (r) and if the card has the value
of radius, pupils will give the value of
diameter.

1) d = 18 m 6) r = 120 cm
2) r = 12 m 7) r = 90 m
3) r = 28 cm 8) d = 50 m

199
 4) d = 32 m 9) d = 64 cm
5) r = 12 m 10) d = 150m
B. Establishing a
purpose for the lesson Show a picture of a lake and describe it.

Why is lake important to us?

C. Presenting
example/instances Problem Opener:

Marco wants to walk around the lake. The

walking path around the lake is a circle and
the bridge across the lake measures 100
meters. How far did Marco walk around the
lake?

D. Discussing new
concepts and practicing Ask: Where did Marco go?
new skill #1 Describe the walking path of the lake.
What does the bridge represent in the
circle? (diameter)
Half the diameter is called radius.
What does the walking path represent
in a circle? (circumference)

E. Discussing new
concepts and practicing *Setting the standards in group activity.
new skill #2
*Divide the class into groups. See to it that
each group has all the required materials-
ruler, tape measure, string)

*Fill in the table of their data by listing down

the
measurements they have made.
a. Measure the distance around the circular
objects by winding the string on a tape
around the object.
b. Measure the diameter of the object.
c. Allow the pupils to use calculator to solve
for C ÷ d.
d. Label the answers with the correct units.

Circle Circumference Diameter C ÷ d

(C) in cm (d) in cm (ratio
of C/d)

200
 1
2
3

Presenting and reporting of the outputs.

How did you find the activity?

Ask: What did you observe from the

quotients /ratio derived from their varied
measurements?

(For any circle, the ratio of the circumference

22
to the diameter is about or 7 or a number
very close to 3.14.)

*Point out that long time ago, people started

to notice that the circumference of a circle is
approximately 3 times the diameter. At
present, mathematicians have accurately
solved this value to 3.14. This value is called
as pi (π), a Greek letter.

*From the concept discussed, elicit from the

𝑪
pupils the formula π = 𝒅 then using cross
product rule

Circumference = 3.14 • d or C = πd.

*Go back to the problem opener

Solve for the circumference of the lake.
(Note: Require the pupils to write the formula
first then substitute values before computing
for the answer.)

Provide another example.

Solve for the circumference of the circle
given its diameter.

Diameter: 16 cm C = ______

F. Developing Mastery
Work in pairs (using show-me-boards)

201
 Complete the table. Solve for the
circumference of each circle given its
diameter.

A. B.

Radius: Radius:
Diameter: 16 in Diameter: 8 cm
Circumference: Circumference:

C. D.

Radius: Radius:
Diameter: 12 in Diameter: 20 cm
Circumference: Circumference:

G. Finding practical
application of concepts Find the circumference of the following:
and skill in daily living 1) A disc with a diameter of 13 cm
2) A medal with a diameter of 6 cm
3) A circular garden with a diameter of 90 m

H. Making How do we get the circumference of a circle

generalizations and with a given diameter?
abstraction about the (The circumference is equal to pi (π) times
lesson the diameter. C = 3.14 • d or C = πd)

I. EVALUATION
ADVANCE LEARNERS

Calculate the circumference, given the

𝟐𝟐
following diameters. Use π = 𝟕
14
1) 84 mm 2) 12 in 3) 𝑐𝑚
3

4) 2.8 m 5) 0.14m

202
 AVERAGE LEARNERS

Find the circumference of each circle. Use

3.14 for the value of π. (Note: Circles not
drawn to scale.)

1. 2. 3. 4. 5.

J. Additional activities for

application or A. Using π = 3.14, find the circumference:
remediation 1) d = 11 cm
2) d = 130 m

B. Draw a diagram to help you solve the

problem.
Liza wants to find the distance around
the circular table. She measured its diameter
to be 1.2 m. What is the circumference of the
table?

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 this 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?

203
 Mathematics 5
LESSON 23
Quarter 3 Week 9 Day 5

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of
time and circumference.
B. Performance Standard The learner is able to apply knowledge of
time and circumference in mathematical
problems and real-life situations.
C. Learning The learner derives a formula in finding the
Competencies/Objectives circumference of a circle.
(Code) M5ME-IIIi-69b
II. CONTENT
Deriving a formula in finding the
circumference of a circle.

III. LEARNING
COMPENTENCIES
A. References
1. Teacher’s Guide Curriculum Guide in Mathematics 5 page
pages 166, TM, page 113
2.. Learner’s
Materials pages
3. Textbook pages 21st Century Mathletes page 294
4. Additional
Materials
LR Portal
b. Other Learning Charts, real objects, activity sheets, picture
Resources of a circular garden, show-me-boards
IV. PROCEDURE
A. Reviewing previous Review:
lesson or presenting the Review the previous lesson on how to
new lesson derive.
formula in finding the circumference of a
circle?

How do we get the circumference of a circle

with a given diameter?

How do we get the circumference of a circle

with a given radius?

B. Establishing a
purpose for the lesson What do you do during your free time?

What activities would you suggest to

promote the clean and green program of
your barangay as well as in school?

204
 Let’s find out in the story problem, how does
Jenny spend her free time.

C. Presenting
example/instances Problem Opener:
Jenny usually spends her free time in
her huge garden. She wanted the landscape
to be unique so even if it is hard, she made a
circular plot at the middle. She wanted to
build a fence around the plot for the safety of
the newly planted seeds on it. How much
fencing materials does Jenny need if the
radius of the circular plot is 6 meters?

Ask:
What does Jenny do during her free time?
What did she do in her garden?
Why did she build a fence around the plot?
What kind of a girl is Jenny?

D. Discussing new
concepts and practicing Guide the pupils in solving the problem.
new skill #1

How much fencing materials (distance

around the circle) does Jenny need if the
radius of the circular plot is 6 meters?

*Using the concept learned:

d = 2r and C = πd,
so: C = π2r or C = 2πr

How do you get the circumference of the

circle?
C = 2πr
= (2 • 3.14) x 6 meters
= 6.28 x 6 m
C = 37.68 m or 12π

Jenny needs 37.68 m of materials to work on

the fence of the circular plot of her huge
garden.

E. Discussing new
concepts and practicing Present another example.
new skill #2

205
 How do you get the circumference of a circle
if the given is radius?

r=5m C=?

How do you get the radius of a circle if the

given is circumference?

C = 12.56 cm r = ?

F. Developing Mastery
*Setting the standards in group activity.

Group 1
Calculate the circumference, given the
following radius. Use π = 3.14
1) 50 mm
2) 4.8 m
3) 25 units

Group 2
Calculate the circumference, given the
following diameters. Use π = 3.14

1) d=12 m

2) d=10 dm

3) d=30 cm

Group 3

206
 Fill in the table. Use π for your final answer.

Radius Diameter Circumference

1 3 in. 6 in.
2 15 ft.
3 43.96 m

Presenting and reporting of the outputs.

How did you find the activity?

What did each member do to make their
work easy?

G. Finding practical
application of concepts How much grass can the goat eat if the rope
and skill in daily living is 6 feet long?

Is it important to learn how to find the

circumference of a given circle or object? Why?
H. Making How do we get the circumference of a circle
generalizations and with a given diameter or radius?
abstraction about the What formula are we going to use?
lesson (The circumference is equal to pi (π) times
the diameter. C = 3.14 • d or C = π • d
C = 2πr

I. EVALUATION
ADVANCE LEARNERS

Calculate the circumference, given the

𝟐𝟐
following radius. Use π = 𝟕
14
1) 36 mm 2) 15 ft 3) 𝑐𝑚
3

4) 8.6 m 5) 0.14m

AVERAGE LEARNERS

Find the circumference of each circle. Use

3.14 for the value of π. (Note: Circles not
drawn to scale.)

Radius Diameter Circumference

1 5 in.

207
 2 18 ft.
3 37.68 m
4 3.2 m
5 28 cm

J. Additional activities for

application or Draw a diagram to help you solve the
remediation problem.

Rhea bought a pizza for her brother’s

birthday. She first sliced the pizza into two,
the diameter measuring 25 cm, and then into
4, with a radius of 12.5 cm. What is the
circumference of the pizza?

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 this 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?

208