DLP q4 wk5 (Page6-9)

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V
DAILY
Teacher: MARIA KATRINA C. PEOLLO Quarter: 4TH QUARTER
LESSON PLAN Teaching Date: FEBRUARY 12, 2019 (Tuesday) CHECKED BY:
Learning Area: MATHEMATICS Learning Area: SCIENCE
WEEK 5 6:00 – 6:50 CHEERFUL

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
10:20 – 11:10 INDUSTRIOUS
I. OBJECTIVES
The Learners demonstrate understanding of…
A. Content Standards  weather disturbances and their effects on the environment.
 area, volume and temperature.
The Learners should be able to…
B. Performance Standards  apply knowledge of area, volume and temperature in mathematical
 prepares individual emergency kit.
problems and real-life situations.
C. Learning solves routine and non-routine problems involving volume of a cube  Describe the effects of typhoon on the community
Competencies/Objective and rectangular prism in real-life situations using appropriate strategies  Prepares individual emergency kit
s and tools. M5ME-IVe-83/Page 64 of 109 S5FE-IVe-5/ Page 34of 66K
Solving Routine and Non-routine Problems Involving Volume of a Cube
II.CONTENT and Rectangular Prism in Real-Life Situations Using Appropriate Effects of Typhoon on the Community
Strategies and Tools
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science Teacher’s Guide pp. 327-335
2. Learners’s Materials  DLP Gr. 5 Module 56
pages  BEAM LG Gr. 5 Module 19
 Mathematics for a better life 5, pages 264-265
3. Textbook pages  Guide in Elementary Mathematics Grade VI pages 403 and 405 Internet/Science Learner’s Material pp. 288-296
 Curriculum Guide 5
4. Additional materials
Charts, short film, pictures, emergency kit, box, manila paper, pentel pen,
from learning resource
(LR) portal
B. Other Learning Resource meter stick, ruler, manila paper and marker pen Metacards, sandtable, strips of paper, pictures
IV.PROCEDURES
A. Reviewing previous Have a drill on the multiplication of fractions and whole numbers using the Review
lesson or presenting the activity sheet. changes in the
new lesson  Example: weather before, during and after
1/3 ×6×8 40×6 1/3×7×9 51×7 1/3×21×4 a typhoon;
Review
 Have a review on estimating and using appropriate units of
measure for volume.
Group the pupils into four. Give each group a set of steps in solving
problems. Let them arrange the steps in correct order. A.Engagement:
(This can be done in the form of game) 1.Let the pupils tell about their nice and not so nice experiences during
B. Establishing a purpose
 Example: What operation is needed to solve the problem? rainy days, windy days, and sunny days.
for the lesson a. What are the given facts? 2.Ask:
b. What is the correct number sentence?  What happen if there were storm/typhoon on our community
c. What is being asked?
Present these problems.
 Ask: What is the shape of the swimming pool?
C. Presenting Examples/
instances of the new  Call a pupil to draw the figure of the swimming pool and put the  Day 1: (Film viewing about typhoons)
lesson dimensions.
 How will you solve the problem?
Performing the Activities
Let pupils solve the problem by pairs.
Problem A. Solution: Use the 4-step plan in solving the problem.
Understand
 Know what is asked.
 Know the given facts.
 The amount of water the swimming pool can hold.12 m long, 9 m
wide, 1.85 m deep
Plan B.Exploration:
D. Discussing new
 Determine the operation or formula to use. Say:
concepts and practicing
 Multiplication V=l×w×h 1.Class everybody let us watch these videos.
new skills #1 Solve  2.Answer the activity sheet No.1 page¬____
 Show how the solution is done.V=l×w×h
= 12m×9m×1.85m
=199.8m^3
Check and Look Back
 Verify if the answer is correct.
 Use inverse operation.
199.8 ÷ 1.85 = 108
108 ÷ 9 = 12. The answer is correct.
Processing Activities
 Call some pupils to show their solutions and answers on the
board.
E. Discussing new Explanation:
Ask: How did you solve the problem?
concepts and practicing  Group presentation and discussion.
Expected answers:
new skills #2 For Problem 1:
 We used the 4-step plan in solving the problem.
 We used the appropriate formula.V=l×w×h
F. Developing Mastery Reinforcing the Concept and Skill
 Discuss the presentation under Explore and Discover on page ,
LM Math Grade 5. Let the pupils do the activity under Get Moving
on page , LM Math Grade 5. Check the pupils’ work.
Applying to New and Other Situations
Let the pupils solve these problems.
G. Finding Practical
 How much space in a room will a cabinet occupy if it is 1.9 m long,
application of concepts 0.61 m wide, and 2.74 m high?
and skills in daily living  A box is 3.5 dm long and 6 dm high. Its volume is 210dm^3. How
wide is it?
Ask the following questions:
How do you solve problems involving a cube or a rectangular prism?
What are the steps in solving word problems?
The four-step method to solve the problem.
Understand
H. Making generalization
 Identify the relevant facts.
and abstraction about Plan
the lesson  Choose the operation or formula to use.
Solve
 Perform the strategy.
Check
 State the complete answer.
Let the pupils solve the following problems:
1. A flower box is 4.3 m long, 0.6 wide, and 0.53 m high. How many
cubic meters of soil will fill the box?
I. Evaluating learning 2. A rectangular container is 0.4 m long, 0.3 m wide and 1 m high.
What is its volume in cubic centimeters?
3. A water tank is 0.8 m long, 0.6 m wide and 1 m high. If the tank is
half full, how many cubic centimeters of water does it hold?
Analyze then solve the problems.
1. A box of milk is 9 cm long, 8 cm wide and 18 cm high. Find its
J. additional activities for volume?
2. Each book of a set of encyclopedia measures 2.85 dm by 2.15 dm
application or by 0.4 dm. The encyclopedia has 19 books. What is the total
remediation volume of all 19 books?
3. The toy hat of Alex is in the shape of a cone. Its base area is 72
cm^2 and its height is 21 cm. What is its volume?
 Re – teaching  Re – teaching
 Lack of time  Lack of time
V.REMARKS  No class  No class
 Transfer of lesson to the following day  Transfer of lesson to the following day
 Achieved  Achieved
VI.REFLECTION
_ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
A. No. of learners who earned
_ Lesson not carried. _ Lesson not carried.
80% in the evaluation
_ % of the pupils got 80% mastery _ % of the pupils got 80% mastery
_ Pupils did not find difficulties in answering their lesson. _ Pupils did not find difficulties in answering their lesson.
_ Pupils found difficulties in answering their lesson. _ Pupils found difficulties in answering their lesson.
_ Pupils did not enjoy the lesson because of lack of knowledge, _ Pupils did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson. skills and interest about the lesson.
B. No.of learners who require _ Pupils were interested on the lesson, despite of some difficulties _ Pupils were interested on the lesson, despite of some difficulties
additional activities for encountered in answering the questions asked by the teacher. encountered in answering the questions asked by the teacher.
remediation _ Pupils mastered the lesson despite of limited resources used by _ Pupils mastered the lesson despite of limited resources used by
the teacher. the teacher.
_ Majority of the pupils finished their work on time. _ Majority of the pupils finished their work on time.
_ Some pupils did not finish their work on time due to unnecessary _ Some pupils did not finish their work on time due to unnecessary
behavior. behavior.
C. Did the remedial work?
No.of learners who have ___ of Learners who earned 80% above ___ of Learners who earned 80% above
caught up with the lesson
D. No. of learners who
continue to require ___ of Learners who require additional activities for remediation ___ of Learners who require additional activities for remediation
remediation
E. Which of my teaching
___Yes ___No ___Yes ___No
strategies worked well?
____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
Why did these work?
F. What difficulties did I
encounter which my
___ of Learners who continue to require remediation ___ of Learners who continue to require remediation
principal or supervisor can
helpme solve?
G. What innovation or Strategies used that work well: Strategies used that work well:
localized materials did _ Metacognitive Development: Examples: Self-assessments, note _ Metacognitive Development: Examples: Self-assessments, note
used/discover which I wish taking and studying techniques, and vocabulary assignments. taking and studying techniques, and vocabulary assignments.
to share with other _ Bridging: Examples: Think-pair-share, quick-writes, and _ Bridging: Examples: Think-pair-share, quick-writes, and
teachers? anticipatory charts. anticipatory charts.
_ Schema-Building: Examples: Compare and contrast, jigsaw _ Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects. learning, peer teaching, and projects.
_ Contextualization: Examples: Demonstrations, media, _ Contextualization: Examples: Demonstrations, media,
manipulatives, repetition, and local opportunities. manipulatives, repetition, and local opportunities.
_ Text Representation: Examples: Student created drawings, _ Text Representation: Examples: Student created drawings,
videos, and games. videos, and games.
_ Modeling: Examples: Speaking slowly and clearly, modeling the _ Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of language you want students to use, and providing samples of
student work. student work.
_ Other Techniques and Strategies used: _ Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching

___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary activities/exercises ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel
___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
Why? Why?
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson

DAILY
LESSON PLAN Teaching Date: FEBRUARY 12, 2019 (Tuesday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
A. Content Standards  weather disturbances and their effects on the environment.
 area, volume and temperature.
B. Performance Standards  apply knowledge of area, volume and temperature in mathematical
solves routine and non-routine problems involving volume of a cube  Describe the effects of typhoon on the community
C. Learning
and rectangular prism in real-life situations using appropriate strategies  Prepares individual emergency kit
Competencies/Objectives
and tools. M5ME-IVe-83/Page 64 of 109 S5FE-IVe-5/ Page 34of 66K
Solving Routine and Non-routine Problems Involving Volume of a Cube
II.CONTENT and Rectangular Prism in Real-Life Situations Using Appropriate Effects of Typhoon on the Community
Strategies and Tools
A. References
1. Teacher’s Guide pages Science Teacher’s Guide pp. 327-335
 DLP Gr. 5 Module 56
2. Learners’s Materials pages
 BEAM LG Gr. 5 Module 19
 Mathematics for a better life 5, pages 264-265
3. Textbook pages  Guide in Elementary Mathematics Grade VI pages 403 and 405 Internet/Science Learner’s Material pp. 288-296
 Curriculum Guide 5
4. Additional materials from
Charts, short film, pictures, emergency kit, box, manila paper, pentel pen,
learning resource (LR)
portal
B. Other Learning Resource meter stick, ruler, manila paper and marker pen Metacards, sandtable, strips of paper, pictures
IV.PROCEDURES
A. Reviewing previous lesson
Review
or presenting the new Review changes in the weather before, during and after a typhoon;
 Steps in problem solving.
lesson
Group the pupils into four. Give each group a set of steps in solving
problems. Let them arrange the steps in correct order. Engagement:
(This can be done in the form of game) Let the pupils tell about their nice and not so nice experiences during rainy
B. Establishing a purpose for
 Example: What operation is needed to solve the problem? days, windy days, and sunny days.
the lesson
d. What are the given facts? Ask:
e. What is the correct number sentence?  What happen if there were storm/typhoon on our community
f. What is being asked?
A wooden cube has a volume of 500cm^3. How many 4cm^3 cubes can
you cut from it?
instances of the new  Day 1: (Film viewing about typhoons)
Ask: What is the shape of the wooden cube?
lesson
 What is its volume?
D. Discussing new concepts Problem B. Elaboration:
and practicing new skills Solution: 1.Ask:
#1 500cm3 ÷ 4cm3 What are/ describe the effects of typhoon on the community base on what
Answer: 125 pieces you are viewed yesterday?
2.Discuss further.
3.The pupils do the Activity No. 2 on the LM, Group Activity, page ___
Background Information for Teachers:
Effects of Typhoons:
1.People’s lives are in extreme danger during typhoons. In many
newspaper reports, one reads about several deaths due to flooding or
serious injury from being hit by heavy objects.
2.Infrastructures like houses and buildings in seriously affected areas may
be damaged beyond repair.
3.Fruit trees are uprooted and other garden plants are damaged.
4.Many crops are destroyed, thus, there is very few harvest.
E. Discussing new concepts For Problem 2: 5.Farm animals are left homeless.
and practicing new skills Since the volume of the wooden box is given, we divided it by 4cm^3. 6.Classes are suspended to keep students safe in their homes.
#2  7.Rain water can soften the soil and cause landslide which can bury lives
and properties.
Science Toolbox
Some weather instruments used by weathermen are:
a.Barometer – for measuring air pressure
b.Pilot balloons – used in observing conditions in the upper atmosphere
c.Thermometer – for measuring air temperature
d.Weather radar and radiosonde – for observing atmospheric in the upper
atmosphere
For more practice, let them solve the problem under Keep Moving on page
F. Developing Mastery , LM Math Grade 5.
G. Finding Practical
application of concepts Let the pupils do items under Apply your Skills on page , LM Math Grade
and skills in daily living
Ask the following questions:
How do you solve problems involving a cube or a rectangular prism?
What are the steps in solving word problems?
The four-step method to solve the problem.
Understand
H. Making generalization and  Identify the relevant facts.
abstraction about the Plan
lesson
 Choose the operation or formula to use.
Solve
 Perform the strategy.
Check
 State the complete answer.
I. Evaluating learning Let the pupils solve the following problems. Evaluation:
1. A rectangular block of wood is 25 cm long, 20 cm wide and 15 cm thick. Recite atleast three(3) effects of typhoon in the people and in the
What is its volume? environment on the community.
2. The volume of cube is729 cm3. What is the length of its side?
3. A school garden is 20 cm long and 3 m wide. How many cubic meters of
soil will
J. additional activities for
Provide assignment about the lesson
application or remediation
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?
_ Text Representation: Examples: Student created drawings, videos, _ Text Representation: Examples: Student created drawings, videos,
and games. and games.
___ Diads ___ Diads
Why? Why?

DAILY
LESSON PLAN Teaching Date: FEBRUARY 7, 2019 (Thursday) CHECKED BY:
WEEK 4 Learning Area: MATHEMATICS

6:00 – 6:50 CHEERFUL
Learning Area: SCIENCE
9:30 – 10:20 CHEERFUL
7:00 – 7:50 HOPE
I. OBJECTIVES
The Learners demonstrate understanding of… The Learners demonstrate understanding of…
A. Content Standards
 demonstrates understanding of area, volume and temperature.  weather disturbances and their effects on the environment.
B. Performance Standards  knowledge of area, volume and temperature in mathematical
 Observe the changes in the weather before, during and after a
typhoon.
 Practice precautionary measures before, during, and after a
C. Learning Estimate and use appropriate units of measure for volume
typhoon.
Competencies/Objectives M5ME-IVd-82
 Show concern to everyone especially in times when weather
disturbances occur
S5FE-IVd-4/ Page 34of 66
Weather Disturbances
 Types of weather disturbances:
II.CONTENT Estimating and Using appropriate units of measure for volume
 Effects of weather disturbances on living things and the
environment.
A. References
1. Teacher’s Guide pages
DLP Gr. 5 Module 55
2. Learner’s Materials pages  BEAM LG Gr. 5 Module 18 – Volume
 Lesson Guide in Elem. Math Gr. 5 p.399
Science and Health 5 by Natividad Alegre del Prado
VICARISH PUBLICATIONS
3. Textbook pages Science and Health 5 by Carmelita Coronel et. Al.
SD Publications Inc.Science and Health 5, Science 4 TG and LM lesson
57
Google.com,/images
learning resource (LR)
YouTube
portal
B. Other Learning Resource flash cards, model cubes and rectangular prisms set, aquarium. Metacards, sandtable, strips of paper, pictures
IV.PROCEDURES
Drill. Mental computation
 Magic Square –Give the next five perfect square.
A. Reviewing previous lesson Review. Find the volume of these prisms. Write the answer on your Why is it important to know the weather condition when planning daily
or presenting the new notebook. activities?
lesson 1. l=9m, w=5m, h=4m Sharing of experiences encountered during previous typhoons.
2. s=12cm
3. l=15m, w=10m, h=6m
Motivation
 Show a rectangular prism to each group and guess which has the
the lesson
greatest or least volume.
C. Presenting Examples/ Using concrete object (present an aquarium)
1. Video showing on the weather conditions before, during and after
instances of the new An aquarium is 35 cm. long, 25 cm wide and 33 cm high is to be filled with
the typhoon. Refer to LM Activity ___.
lesson water.
How many cubic centimetre of water will be needed?
D. Discussing new concepts 1. Discussion on what the learners have watched on the video
1. What is asked in the problem?
and practicing new skills presentation.
2. What data are given?
#1 2. Let them conclude based on what they have seen
3. Is the unit of measure appropriate with the data given?
Performing the Activities
a. Group the pupils. Give rectangular prism to each group.
b. Have each pupil first guess which prism has the greatest and
E. Discussing new concepts which prism has the least volume. Instruct learners to share their experiences and ideas gained in watching
and practicing new skills c. Give the unit of measure to be used. Have the students estimate the video presentation.
#2 the volume of the rectangular prisms.  Guide the pupils as they do the sharing.
Processing the Activities
 What is volume?
 How do we estimate volume of a prism?
Reinforcing the Concept and Skill
Discuss the presentation. On page ___ of LM Math Grade V,
Have the pupils solve the following exercises.
Write the best unit of measure to find the volume of the following: (mm3,
F. Developing Mastery
cm3, dm3, m3)
(Leads to Formative
1. water in a rectangular pool
Assessment 3)
2. an ice before it melts
3. a dice
4. a blackboard eraser
5. oil in a rectangular box
G. Finding Practical Applying to New and Other Situations
application of concepts Have the pupils do the exercises under Apply your Skills on page LM
and skills in daily living Math Grade V. Encourage some pupils to show and discuss the answers.
H. Making generalization and Summarizing the Lesson
abstraction about the  How do we use appropriate unit of measure for volume?
lesson  How do we estimate volume?
Assessment
1. Marilou’s sewing box is 3 dm long, 2.5 dm wide and 4.3 dm high.
I. Evaluating learning Write a short paragraph about the video presentation you have watched.
What is its volume?
2. Find the volume of a closet which is 2.5 m long, 5m and 2m high
Draw the figure with their measurements and find their volume.
1. l=9m, w=4m, h=6m
J. additional activities for 2. s=18cm
application or remediation 3. s=30cm
4. l=12cm, w=5cm, h=8cm
5. s=14cm
V.REMARKS
 No class
 Transfer of lesson to the following day  No class
 Achieved  Transfer of lesson to the following day
 Achieved
VI.REFLECTION
behavior. behavior.
remediation
Why did these work?
encounter which my
helpme solve?

___ Diads ___ Diads
Why? Why?
DAILY
LESSON PLAN Teaching Date: JANUARY 31, 2019 (Thursday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
The Learners demonstrate
understanding of…
A. Content Standards demonstrates understanding of area, volume and temperature.
weathering and soil erosion shape the Earth’s surface and affect living
things and the environment
The Learners should be able
is able to apply knowledge of area, volume and temperature in
B. Performance Standards to…
mathematical problems and real-life situations.
participate in projects that reduce soil erosion in the community
1. Communicate the data collected from the investigation on soil
a.Derive a formula for finding the volume of a cube and a rectangular prism
erosion
C. Learning using cubic centimeter and meter.
2. Identify ways on how to reduce the harmful effects of soil erosion
Competencies/Objectives b.Appreciation of application of volume in daily life situations.
on living things and environment.
M5ME-IVc-79
S5FE-IVc-3/ Page 33of 66
II.CONTENT Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages K to 12 Grade 5 Curriculum
- Science for Daily Use 4
3. Textbook pages
- Science and Health 5
4. Additional materials from www.landscapeplanet.com., www.omatra.gov.on.ca.,
flash cards containing questions on finding area of parallelogram (square,
learning resource (LR) www.landscapeplanet.com., www.erosionpollution.com.
rectangle, rhombus, parallelogram)
portal www.landscapeplanet.com., www.erosionpollution.com
Day 4-“What Would You Do?”
B. Other Learning Resource
Pentel pen, pencil, color, manila paper, bond paper.
IV.PROCEDURES
A. Reviewing previous lesson 1.Drill A. Observe cleanliness in the area Engagement
or presenting the new Set standards on suggested instructions to be observed before taking the
lesson Mental computation/drill on finding the area or missing side of a class outside of the classroom. (If not applicable set standards in video
parallelogram viewing or you may do the activity inside the classroom)
1. Avoid unnecessary noise in getting in and out of the classroom.
Materials: flash cards containing questions on finding area of parallelogram 2. Be with the group
(square, rectangle, rhombus, parallelogram) 3. Bring notebook and pen
4. Work on the assigned Task
Finding the missing side on the given area 5. Be mindful on the allotted time
Mechanics:
a. Divide the class into 3 groups. Have members of the group count off.
Pupils remember their #s in the team.
b. Teacher shows card to pupils for 10 seconds or depending on the level
of difficulty of questions.
1) A=?
4 cm
5cm
3) A=?
8cm 6 cm
2) L?
4) Rectangle:
Width 2 cm,
Area 10 cm2
L=?
5) Square A = 1 unit2, S = ?
c. Teacher calls out a number randomly. The three pupils having that
number stand up and call out the answer with correct units. The
pupil who gives the correct answer first gets the point for the team.
d. Teacher may do drawings first before shifting to pure numerical
problems. Teacher may also include finding area of trapezoids
making sure that the dimensions can be solved mentally.
2.Review
Memory Game
Materials: pocket chart, flash cards
Mechanics:
a. Teacher prepares flash cards with figure and dimensions on a set of
cards and the corresponding area of the figure on another set of cards.
Teacher then place the shuffled cards into pocket chart slots. At the back
of each card, label them with letters.
Ex. front back

b. Divide class into 3 groups.
c. Have a member of group 1 choose 2 letters corresponding to 2 cards.
Teacher turns over the cards. If the cards match (figure and its area), then
the team gets the point and the cards taken out of the pocket chart. If the
cards do not match, then the cards are turned over again in the same
place/position in the pocket chart.
d. Have a member of group 2 call out another pair of cards. Continue the
game until all the cards have been used up. Team with the most number of
points wins.
e. Teacher may divide set of cards into a) finding area of parallelograms
and trapezoid making sure that the dimensions given are manageable by
the pupils, or b) finding the missing side/dimension given the area.
After setting the standards do the following.
1. Allow the pupils to go outside the classroom where they can go
3.Motivation
outside and walk on the uncemented school ground.
Show a transparent plastic container filled with balls. Ask pupils to guess
B. Establishing a purpose for 2. If the weather is not good, just stay in the classroom where they
the number of balls inside the container. Let a volunteer count the balls to
the lesson can still see the school ground.
find out the answer. Elicit from them how they can make a good guess of
3. Let them observe for 3-5 minutes.
the total number of balls. Relate this to the concept of volume.
4. Ask them to observe the part of the school which are prone to soil
erosion and think of the possible ways on how to reduce it.
Day 4- LM Activity
“What Would You Do?”
Let a pupil fill a rectangular box with cubes. For purposes of having exact
C. Presenting Examples/ 1.Group the class into 3.
measurements and no half-cubes, it is ideal that teacher prepares boxes/
instances of the new 2.Allow them to choose their leaders.
rectangular prisms that have corresponding measurements as the cubes
lesson 3.Ask the leader to get the activity assigned.
that are going to be used in the activity.
4.Set the standards in performing an activity.
5.Allow the pupils to perform their assigned task for 15 minutes.
D. Discussing new concepts Ask the pupils the following questions: .
and practicing new skills a. How many cubes did it take to fill the prism? How many cubic units is What to do:
#1 the length? The width? The height? Group 1 (Poster Making)
b. What similar situations require you to fill up a solid such as the 1. Using the manila paper draw ways on how to reduce soil erosion caused
rectangular prism? by rainfall
c. Define these situations as finding the volume of solids. Define volume as 2. The leader will report their work.
the number of cubic units (unit cubes) used to fill up a space. Use Group 2 (Jingle/Song)
correct unit of measure. 1. Using the tune of a familiar song, create its lyrics on ways on how to
d. Using this definition, ask the pupils the volume of the rectangular prism. reduce soil erosion caused by wind.
e. Ask: Without actually counting the number of unit cubes in the solid how 2. The group will sing it to the class.
can you find its volume? What formula can we use to find the Group 3 (News Report)
number of cubic units in it or the volume of the rectangular prism? 1. Make a news report on ways of how to reduce soil erosion caused
f. Elicit from the pupils that by humans and animals
→ To find the volume of an object means to find the number of 2. Present it to the class acting as if each member is a tv reporter.
cubic units it contains or holds
g. Lead them to state the formula for the volume of a rectangular prism as
V = l x w x h.
h. Define volume as the number of unit cubes in the solid figure. Mention
the correct label (cubic units).
i. Using this definition, ask the pupils the volume of the cube.
j. Ask: Without actually counting the number of unit cubes, how can you
find the volume of the cube? What formula can we use to find the
number of cubic units in it?
k. Try to elicit from the pupils that to find the volume of a cube, the length
of its side is multiplied by itself three times.
l. Lead them to state the formula for the volume of a cube as
V = S x S x S or V = S³
m. Let pupils apply the rule by actually measuring and finding the volume
of some rectangular prisms and cube inside the room.
n. Present situations like how much water does it take to fill the aquarium,
how far does it take to run around the park, etc. and distinguish perimeter/
circumference from area and volume. Elicit similar applications of volume
in daily life situations.
Guide Questions:
1. What are the causes of soil erosion?
2. What are the harmful effects of soil erosion on living things and
environment?
3. What are the different ways on how to reduce soil erosion caused
by rainfall?
4. What are the different ways on how to reduce soil erosion caused
by wind?
5. .What are the different ways on how to reduce soil erosion caused
Performing the Activities by humans and animals?
E. Discussing new concepts Group the pupils into 4 working teams and have them perform the task. 6. How did each group present their task?
and practicing new skills Find the Volume write the Given, Formula and Answer Effects of Soil Erosion on Ways to Prevent the
Soil Erosion
#2 Refer to LM living things and Harmful Effects of Soil
Because of
environment Erosion
1. 1.
Rain/Water 2. 2.
3. 3.
1. 1.
Wind/Air 2. 2.
3. 3.
1. 1.
Human
2. 2.
Activities
3. 3.
3.Processing the Activities
Ask the groups to present and discuss their answers on the board.
Expected answer:
1. Given:L = 6 cm W = 10 cm
F. Developing Mastery H = 12 cm Answer : V = 23 100 cm3 .
2. Given:L = 25 cm W = 3 cm H = 7 cm
Answer : V = 525 cm3
3. Given:S = 9 cm Answer : V = 729 m3
4. Given:S = 6m Answer : V = 324 m3
G. Finding Practical 6.Applying to New and Other Situations Now that you have learned the harmful effects of soil erosion to living
things and environment, how would you show your concern to our
application of concepts Find the volume of the following figures environment? What are the things you can do to show love and concern to
and skills in daily living Refer to LM your environment?
Summarize the lesson by asking:

Remember These:
How can you find the volume of a cube and a rectangular prism?
Soil erosion impacts the agricultural industry as well as the natural
•The formula in finding the Volume of a cube is;
environment. The effects of soil erosion can be felt both on-site, meaning
H. Making generalization and Volume = side x side x side or V = S x S x S or V = S3
at the site of soil disruption, or off-site, meaning the location where the
abstraction about the •In rectangular prism we need L = Length, W = Width and H = Height, the
eroded soil deposits. Let's start by building our understanding of the impact
lesson formula in finding the Volume of a rectangular prism is;
of soil erosion on-site. When the topsoil is eroded from an area, that area
Volume = Length x Width x Height V=LxWxH
loses its most nutrient-rich layer, and therefore soil quality is reduced.
•Volume is measured in cubic units, such as cubic centimeters ( cm3),
Refer to Lm
cubic meters (m3), and millimeters (mm3)
B.Assessment
Find the volume of these solid figures
E.Evaluation
Fill in the box with the correct answer.
1.the wearing away of soil or the transferring of soil from place to
place
I. Evaluating learning 2. 3. 4. causes of soil erosion
5.-6 Give two ways to prevent soil erosion caused by rain/water.

7-8 Give two ways to prevent soil erosion caused by wind/air.
9-10. Give two ways to prevent soil erosion caused by human activities
Draw the figure with their measurements and find their volume.
1. L=9m W=4m H=3m
IV.Assignment
J. additional activities for 2. L = 10 m W=7m H = 15 m
Cut and paste 5 pictures on how to prevent soil erosion.
application or remediation 3. L = 14 m W = 10 m H=9m
4. S = 12 cm
5. S = 7 cm
 Re – teaching
 Re – teaching
 Lack of time
 Lack of time
V.REMARKS  No class
 No class
 Transfer of lesson to the following day
 Transfer of lesson to the following day
 Achieved
 Achieved
VI.REFLECTION
A. No. of learners who earned _ Lesson carried. Move on to the next objective. _ Lesson carried. Move on to the next objective.
80% in the evaluation _ Lesson not carried. _ Lesson not carried.
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?

___ Diads ___ Diads
Why? Why?

DAILY
LESSON PLAN Teaching Date: JANUARY 25, 2019 (Friday) CHECKED BY:

7:00 – 7:50 HOPE
9:30 – 10:20 CHEERFUL
I. OBJECTIVES
demonstrates understanding of area, volume and temperature. The Learners demonstrate understanding of…
A. Content Standards  weathering and soil erosion shape the Earth’s surface and affect
living things and the environment
is able to apply knowledge of area, volume and temperature in mathematical The Learners should be able to…
B. Performance Standards
problems and real-life situations. participate in projects that reduce soil erosion in the community
C. Learning Finds the area of a given circle  describe how rocks turn into soil;
Competencies/Objectives M5ME-IVa-74  Identify the forces that break down rocks.
 Explain how rocks are broken down
S5FE-IVa-1/ Page 33of 66
II.CONTENT Finding the area of a given circle Weathering and Soil Erosion
A. References
1. Teacher’s Guide pages CG p.63
- Science for Daily Use 4
3. Textbook pages Chart, flashcards
- Science and Health 5
learning resource (LR) pictures , videos
portal
B. Other Learning Resource 5 pieces of hundred square grid cardboard and crayons
IV.PROCEDURES
Engagement:
Drill Note: Below are suggested are suggested instruction to be observed
a. Group the class into 5. Use flashcards. Let the pupils think and solve. before taking the class before taking the class outside the classroom.
The group with the most number of correct answer wins. Set standards on:
A. Reviewing previous lesson Directions: Evaluate the following.  Avoiding unnecessary noise in getting in and out the classroom.
or presenting the new a. 42 d. 142  Not to go out empty-handed. Bring notebook and pen.
lesson b. 72 e. 252  Working on the assignment task.
c. 52  Not to run around the campus.
2. Review  Wearing of cap or use umbrella.
Count the number of square units in the following figures  Being mindful of the time allotted for the activity.
 Observing cleanliness in the area.
What are the planets in our solar system?
What is the twin planet of Earth?
Values Integration Background Information for Teachers: Science for Daily Use 4 pp.192-193
the lesson
How do you show your love and care to our planet Earth?
Present the situation below to the class.

Problem:
 Angela has a report in her Science class. She will discuss the
about the planets Earth and Venus. So, she made an illustration of
instances of the new Background Information for Teachers: Science for Daily Use 4 pp.192-193
Earth in the form of a circle with a diameter of 13 cm. He also
lesson
made an illustration of Venus in a circular form with a diameter of
12 cm. How much larger was the area of the illustration of Earth
than that of Venus?
 What did Angela make? Exploration:
D. Discussing new concepts
 What is the diameter of the garden? Preparatory Activity, Setting of Standards.
and practicing new skills #1
 What kind of girl is Angela?  Day 5 – Activity 5 A negative Branch of Soil Erosion
E. Discussing new concepts Strategy: Direct Instruction Explanation:
and practicing new skills #2 The area of a circle is the region that is bounded by the circumference of After all the groups have posted their output.
the circle. It is denote by the capital letter A and its formula is A= 𝑟2. 1. Have the group representative present the results of the activity.
Since the diameter of Earth is 13 cm, divide 13 cm by 2 to obtain the 2. Check the group’s responses to the activity questions as you
radius. So 13 cm ÷ 2 = 6.5 cm. discuss the answers to the following questions.
We use the formula : A= 𝑟2.  What is being shown in the activity?
A = 3.14 x (13.5 𝑐𝑚2)  What agents of soil erosion were shown in the activity?
= 3.14 x 182.25 𝑐𝑚2  Why is it easier to grow plants on topsoil than on the subsoil?
= 572.265 𝑐𝑚2  Why does the land become barren?
The area of the Earth’s illustration is 572.265 𝑐𝑚2.  Why do you think few grow along the coastline?
Let the pupils compute the area of the illustration of Venus. Then subtract
F. Developing Mastery
their areas
Do the following:
1. What is the shape of the cover of the pail in your school? Draw the
cover of the pail in your notebook. Using a meter stick or ruler,
G. Finding Practical measure the diameter and the radius. Indicate these measures on
application of concepts and the drawing. Then, compute the area of the cover.
skills in daily living 2. Do you have a circular wall clock in your classroom? Or any
circular objects? Draw it in your notebook. Using a ruler or meter
stick measure the diameter and the radius and indicate these on
your drawing. Using an appropriate formula, find the area
H. Making generalization and Summarize the different concepts developed by the pupils using graphic
abstraction about the How do we find the area of a given circle? organizer.
lesson
To further check the comprehension of the learners, let them fill-out the
graphic organizer below ( Concept Map)
Note:
 Give instruction to the class if they are not familiar in using graphic
organizer.
 Shapes can be modified as long as they will still show hierarchy of
Directions: Find the area of the following circles whose
I. Evaluating learning concepts.
radius/diameter is given
 Provide time for the pupils to fill-out the organizer
1. Write the main concept of the lesson on the topmost box.
2. On the second layers of boxes, write subtopics or the
secondary concepts.
3. On the last layer of the boxes, write in each box words or
phrases that describe.
Directions: Find the area of these circles whose radius is:
Assignment:
1. 86 km
 Make a list of places in your community where you have noticed a
J. additional activities for 2. 5.3 m
situation related to erosion. It may be along roads exposed to
application or remediation 3. 72 dm
running water, along riverbanks, along canal or drainage, or in
4. 9.5 cm
some parts of the school yards.
5. 64 mm
VI.REFLECTION
_ Pupils did not enjoy the lesson because of lack of knowledge, skills _ Pupils did not enjoy the lesson because of lack of knowledge, skills
and interest about the lesson. and interest about the lesson.
behavior. behavior.
remediation
Why did these work?
encounter which my
help me solve?
___ Diads ___ Diads
Why? Why?

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School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 5 6:00 – 6:50 CHEERFUL

_ Explicit Teaching _ Explicit Teaching

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 5 6:00 – 6:50 CHEERFUL

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

WEEK 4 Learning Area: MATHEMATICS

_ Explicit Teaching _ Explicit Teaching

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Ex. front back

Summarize the lesson by asking:

5.-6 Give two ways to prevent soil erosion caused by rain/water.

_ Explicit Teaching _ Explicit Teaching

School: GUITNANGBAYAN ELEMENTARY SCHOOL Grade Level: V

Learning Area: MATHEMATICS Learning Area: SCIENCE

WEEK 2 6:00 – 6:50 CHEERFUL

Present the situation below to the class.

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