LABORATORY METHOD

Department of Education
Region III
Division of Pampanga
Arayat East District
Arayat, Pampanga

Lesson Plan in
Mathematics 5

Date:
February 21, 2019

Submitted by:
Pegollo, Mary Grace M.

Lesson Plan in Mathematics 5

I. Objectives:
a. Read a thermometer
b. Write the temperature reading shown in the thermometer
c. Solves routine and non- routine problems involving temperature in real-life
situations.
d. Work actively in groups

II. Lesson: Temperature

References: 21st Century MATHletes, BEC-PELC III.3 Mathematics 5:
Mathematics for the Better Future, Coronel and Bamba, pp. 268-269
CG: ____
TG: ____
LG: 318-323
Kagamitan: PowerPoint presentation, improvised thermometer, digital or
liquid thermometer, activity sheets/cards

Value: Cooperation

III. Lesson Proper

A. Preparatory Activities
Drill Identify the parts of a thermometer by arranging the jumbled
letters.
LASCE
ECYMRRU
ULBB
LATEGSBUS

Review Give the temperature when the liquid or digital thermometer is:
at the freezing point of water
10◦C below the normal body temperature
25◦C above the boiling point of water
between 30◦C to 40◦C

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 at the boiling point of water
Motivation Let them identify whether the picture shown indicates
either hot or cold temperature.
Picture of a Baguio city
Picture of a desert
Picture of a cold glass of water
Picture of a country, during winter
Picture of a newly brewed coffee
Picture of a volcanic eruption
Picture of an ice berg
B. Developmental Activities
Presentation
 Give a set of pictures of temperature readings. Let the four
groups read thermometer reading and have it recorded. Once
all had finished, check if they got the same temperature
readings.
 Fixing Skills  Read the temperature shown in the
thermometers below 1. 42 °C 2. 70 °C 3. 21 °C
Generalization
What is the metric unit for measuring temperature? How do you read
the thermometer?

Application
Present to them the problem and let them solve it on their own
“Lonie’s normal body temperature increase 12 °C. What is now the
actual temperature of lonie’s body? Does lonie have a fever? Why?”

IV. Evaluation

Answer page 322

V. Assignment
Solve the following problems; show the solution in your notebook.
1.From the normal body temperature, Joseph’s temperature rose by 2,5◦c due
to high fever. What is Joseph’s body temperature?
2.The temperature reading is 42◦C. It changed to 53.5◦C.by how much
temperature was increased?

EXPLICIT INSTRUCTION

DETAILED LESSON PLAN IN MATHEMATICS 1

(Explicit Teaching Approach)

I. LEARNING OBJECTIVES
 Compare objects using the expression long, longer, longest.
 Arrange objects based on what is asked using the expression long, longer, and
longest
 Show cooperation and willingness in having a group activity.

II. LEARNING CONTENT

TOPIC: Comparing objects using long, longer and longest
SKILLS: Comparing objects using long, longer and longest
REFERENCE: Teacher’s Guide 1 pp.63-64
MATERIALS: Pictures, chart, real object, and visual aids

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 SUBJECT INTEGRATED: Music, Filipino, English, EdukasyonsaPagpapahalaga
VALUES FOCUS: Cooperation

III. PROCEDURE
TEACHER’S ACTIVITY PUPIL’S ACTIVITY

A. Preparatory Activity
1. Daily Routine
-Leading a song
-Checking of attendance
-Greeting the class

2.Motivation
Class I have prepared a song for
everyone, so I hope that all of you will
participate. The song entitled “I Have Here…”
I Have Here…

I have here a long pen

I have here a pencil
which is longer than the pen
I have here a ruler
which is longest among the three!

Now I know the difference between the

long, longer, longest objects I see…

B. Activity Proper
1.0 Presentation
Class our lesson for today is all about
comparing objects using the expression long,
longer and longest.

I will show you pictures of a pencil.

Class, can compare the length of an

objects by telling which is long, longer and
longest.

When we say length it is the measure

from one to the other end.

Class I have here a picture of three girls.

The three girls are Rizza, Andrea and Sarah.
Rizza, Andrea and Sarah are friends. They have
their new skirt.

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 - The three girls on the picture are
Who are the three girls in the picture? Rizza, Andrea and Sarah.
- A new skirt
What did they just have?

Look at the skirt of Rizza and Andrea.

Who can compare the skirt of Rizza and - Andrea’s skirt is longer than
Andrea? Rizza’s skirt.

Who among the girls has a longest skirt? - Among the three girls Sarah has
the longest skirt.
As you can see on the picture, they arranged
from long to the longest length of skirt, isn’t - Yes ma’am!
it?

How about this one class? (I will rearrange the - They arranged from longest,
picture showing Sarah, Andrea and Rizza— longer and long skirt.
from longest to long skirt.)

How do we know the length of an object? - We know the length of an object

by comparing them
- Yes, Ma’am!
1.1 Modeling
I will select three girls from the class to go
in front showing a long, longer and longest
skirt.
I will identify who among the selected
pupils have a long, longer and longest skirt.
We will familiarize how long, longer and
longest is being used.

Class I have here pictures and this time I

will arrange objects from long, longer and
longest by writing 1 for long objects, 2 for
longer objects and 3 for longest objects.

3 2 1

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 3

1.2 Guided Practice

A. Group Activity
We will have a group activity, class. I will
group you into three. The first row will be the
- Follow instructions
first group, the second row will be the second
- Cooperate with the group
group and the third row will be the third
- Work quietly
group. Now choose your leader. - Listen to the leader

B. Setting of Standards
Before we start, what are the standards
to be followed in doing a group activity?

Ok class, I hope everybody will cooperate

and please bear in mind those standards you
have said. You have 5-7 minutes to do the
activity and be ready to present your work.

C. Distribution of Activity Sheets

Group 1
Directions: Complete the picture puzzle
and then arrange the picture from long,
longer and longest. Then paste the “Group 1
is having Fun”. Good luck!

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 IV. EVALUATION

DIRECTION: Compare objects by writing 1, 2, and 3 to show the order from long, longer and
longest.

1.

2.

3.

4.

5.

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 V. ASSIGNMENT
Draw at least three (3) objects found in your home and compare it using long, longer
and longest. Color long objects in blue, longer objects in red and longest objects in
yellow.

PREPARED BY:

EMANUELA R. TAN
FS Student

NOTED BY:

MRS. LIZA A. ROBLES

Resource Teacher

DIFFERENTIATED INSTRUCTION

LESSON PLAN IN MATH 8

I. Objectives
At the end of the lesson, students will be able to:

A. Define a linear equation in two variables

B. Construct a table of values for x and y given a linear equation.
C. Draw the graph of a linear equation based on a table for x and y.

II. Subject Matter

Topic: Linear Equations in Two Variables (M8AL-Ie-3)

Reference: Grade 8 Mathematics Learner’s Manual
Materials: Powerpoint, Chalkboard, manila paper, marker, game materials.

III. Lesson Proper

A. Preliminary Activities
1. Routines
2. Review
3. Motivation
In economics, there is a certain law called law of supply and demand. The law
of supply states that as the price increases, the production of the goods and
services of the suppliers also increases.

Let’s prove this theory with this problem:

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 Problem: Mangoes are sold per piece by a reseller. If a piece of mango is sold for
7 Php, how much will you pay for 2 pcs? 3pcs? 4pcs? 6 pcs?

To solve for the solution, we can use the table of values.

Pieces of 2 3 4 6
Mangoes (x)

Cost (y) 14 21 28 42

B. Introduction
The relationship between the pieces of mangoes and its corresponding cost can
be written as y=7x. This equation is an example of a linear equation in two
variables.

C. Lesson Proper

A linear equation in two variables is an equation that can be written in the form
ax+by=c where a, b, and c are real numbers but a and b cannot both be zero.

The equation y=7x can be written in the form ax+by=c. Thus it is equivalent to
-7x+y = 0.

The set of all points that satisfy an equation is called the graph of the equation.
Thus, to graph an equation requires plotting some points that are solutions to the
equation. Let us graph y=7x using the following points from the table.
(2,14) (3,21) (4,28) (6,42)
As we see on the graph, the points form a solid line. Therefore, the graph of any
linear equation in two variables is a straight line.
Example #2 Graph the equation 2x+y = 4.
Step 1: Choose any three values of x. As for this case, I choose -2, 0 and 1.
Step 2. Find the corresponding y value for each and write the numbers in the table of values.

Table of Values
x -2 0 1
y 0 -4 -6
Step 3: Identify the ordered
pairs. The ordered pairs are (-2,0), (0,-4), (1,6).
Step 4. Plot the points on the graph and draw a line through the points.
D. Application
The class will be grouped into 6. Each group will be given a game to play
related to the lesson.

Group 1 & 2 - Cross math word puzzle.

Group 3& 4 – Complete the table
Group 5&6 - Pin the point on the graph.

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 E. Generalization:
How can we identify that an equation is a linear equation in two variables?
How can we graph a linear equation in two variables using a table of values?

IV. Evaluation.
Graph 2x-3y=6 using the table of values below.

x -3 0 3

V. Assignment:
Graph the following equations using table of values.
1. x-2y=4 2. 3x-4y = -12

DEDUCTIVE METHOD

Lesson Plan in MATH 3 (Direct/ Deductive Method)

I. Objective

Give the place value and value of a digit in 4 to 5 digit numbers.

II. Subject Matter

Reference: Number Smart Book (Grade 3)

Materials: Blackboard, Chalk, Manila Paper, Pentel Pen

Concept: Giving the value and the place value of a number.

III. Procedure

A. Introduction

Let the students read a text/story that contains numbers from one to five digit to see if they
already have knowledge about the topic.

B. Lesson Proper

1.Presentation

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 Teacher’s Activity Pupil’s Response
“Okay, students how will you read this 85723?” “Eighty-five thousand seven hundred twenty-
three”
2. Discussion

Teacher’s Activity Pupil’s Response

“We will read this 85723 as Eighty-five
thousand seven hundred twenty-three”
“Each number has its own place value. 3 is
ones, 2 is tens, 7 is hundreds, 5 is thousands
and 8 in ten-thousands”
“If we will write their value it goes like this”
3
20
700
5000
80000
85723

8 5 7 2 3

ones
tens
hundreds
thousands
ten thousands

3. Activity Proper

Give them Board Work

Teacher’s Activity Pupil’s Activity

“Who can solve this?”
Write the value of the underlined number.
1. 45232 Pupil #1: 5000

2. 37526 Pupil # 2: 30000

Write the place value of the underlined

number.

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 1. 2973 Pupil #3: tens
2. 67825 Pupil #4: ten thousands
4. Generalization

Teacher’s Activity Pupils Responce

“What is a place value?” Pupil #5:”Place Value is the values of the
place of a digit in numeral.”
“Why is it important for us to study place Pupil #6: “It is important to study place value
value?” because we can use them for the next topic
and for us to feel easy in writing and reading
numbers.”
5. Application

Practice Exercise (Notebook)

Direction: Write the numbers that is being ask.

Given Ten Thousands Thousands Hundreds Tens Ones

1. 567
2. 43251
3. 5072
4. 98351
5. 63480
IV. Evaluation

A. Write the Value and the Place Value of the underlined numbers.

1. 57231

2. 432

3. 6728

4. 20

5. 15739

V. Assignment

Direction: Write the place value of the ff.

1. 57326

6
3

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 2
7
5
2. 4782

8
7
2
4
3. 78253

2
7
5
8
3

4A’s

Lesson Plan in Math VI

Prepared by: Asyah L. Macapiil

I. Objectives:
At the end of the interactive class discussion, the Grade VI pupils with 80% accuracy will be
able to:
a. describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere;
a. is able to construct the different solid figures; and
b. show cooperation in carrying out group activities.

II. Subject Matter:

A. Topic: Solid Figures
B. Reference: 21st Century Mathletes 6, pp. 166-199
C. Competency: Visualizes and describes the different solid figures: cube, prism, pyramid,
cylinder, cone, and sphere. M6GE-IIIa-27
C. Materials: Solid Figures, Chart, Manila Paper, Pen

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III. Procedure:
A. Preparatory Activities:
 Prayer
 Checking of Attendance
 Energizer (Math Song)
There is Math in everyday life, in everyday life. There are problems to be solved,
exercises to keep us fit. Mathematics is a subject we like, it is truly the best.

B. Motivation:
Teacher: Before we will start our lesson, let’s play a game. We will play “Shapes Hunting”.
First, I will group you into 4 groups. You will stay to your group until the end of Math time. You
need to find the shapes that I made inside the classroom in 15 seconds. If you find it already, take
a seat because I will just call those pupils in front. Are you ready class?
Pupils: We’re ready! Ready! Ready! Ready!
(15 seconds)
Teacher: Settle down children. Kindly come in front for those pupils who were able to hunt
some shapes. You found triangle, square, circle, and rectangle. We all know that these are a
plane shapes that is 2-dimensional and it is flat but these plane shapes can be formed into another
shapes that is called “SOLID SHAPES” or “SOLID FIGURES”.
So, our topic this morning is “SOLID FIGURES”. Our goal is to: (stating the objectives).

C. Presentation:
Teacher: I also have here the examples of solid figures. When we try to look and see the
plane shapes and solid figures, what do you think is their difference?
Pupil: Plane shapes are flat and it is 2-dimensional.
Teacher: Very good! How about solid figures?
Solid figures are 3-dimensional figure that is not flat and it can occupy space.
First we need to know the 3 parts that make up all solid figures. And these parts are sides or
edges, vertices and faces. The edges are just the straight line segments in a solid figure. And the
vertices are points where the sides intersect. And faces are the flat surfaces in a solid figure.
I have here a chart about solid figures. Listen carefully because I will call some pupils in front.

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D. Analysis:
Group Activity:
Tony bought a robot for his little brother. He customized every part of the robot by putting a
design on each part and the robot appears as shown below.

He wants to challenge his little brother by asking him to identify the different solid figures in
each of the corresponding parts of the robot. What are the different solid figures that make up the
robot?
Teacher: In your 1 whole sheet of paper, make a tabular chart like mine and write your answers
on it. It’s a group activity and you are allowed to help your members but you need to write your
answers individually.

E. Application:

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Teacher: We will go outside the classroom by group. I will let you observe the surroundings and
jot down the different solid figures you see. Tabulate your answers in a 1 whole sheet of paper
by group. After 10 minutes we will go back to the classroom and share what you have listed on
your paper.
Objects Solid Figure Represented
Ex.
Basketball Sphere

(Reporting their output)

F. Abstraction:
What are the different solid figures? Describe each one.
What are their common characteristics?

Conclusion sentence: Thinking of a soda can as a cylinder or a refrigerator as a combination of

squares, cubes, and rectangles provides a deeper understanding of how shapes can be combined
together to create the world around us. In the end, geometry surrounds all of us, making it safer
and more productive place.

G. Assessment:
A. Identify the solid figure represented by the following.

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B. Supply what is asks.

IV. ASSIGNMENT:
By group, construct a robot that is made up of solid figures.

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INDUCTIVE METHOD

Detailed Lesson Plan in Mathematics 7

I. Objectives

At the end of the lesson, the Grade 7 students can:

1. define what is an integer;

2. identify the rules of operations on integers;
3. relate integers involving operations on integers in real life application; and
4. solve problems using operations on integers.

II. Content

Topic: Algebra (Operations on Integers)

Reference: E-Math 1: Elementary Algebra pages 15-17
Author: Orlando Oronce
Materials: Picture collages, images, flash cards
Method: Inductive Method

III. Values and Skills

 Critical thinking
 Self-confidence
 Cooperation
 Determination

IV. Teaching - Learning Process

Teacher’s Activity Students’ Activity

A. Routinary Activities

Good morning, class!

Good morning, Ma’am.

Okay, let us pray.

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 Our Father ... Amen.
Before you take your seats, kindly pick up
any pieces of paper or trashes. Then,
(arrange chairs and pick up pieces of
please arrange your chairs properly.
paper)

You may now take your seats.

Class, who are absent for today?

(take seats)

No one, Ma’am
Very good! It is nice to know that you really
love my subject, Mathematics. So, let’s
give everybody a round of applause.

(clap hands)
Now, we will have another interesting topic
for today. But, before that, let’s play a
game. Raise your hand if you want games.

B. Preparation
(raise hands)

1. Motivation

Let’s play 4-Pics-1-Word. Are you familiar

with that?

But, we will have this game a twist. Instead

of giving letters as hints, you will act the
word being guessed. I will divide the class
into groups. The left side is Group 1 and
the right side is Group 2. Then, both
groups will choose a representative to act
the given picture. The rest members of the
group will guess the word. The pictures to Yes, Ma’am.
be guessed have numbers and the
representative will pick by lot. I will only
give two minutes each group. The more
words to guess, the more you win. So,
choose your representatives. (choosing of representatives)

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Now, let’s begin with Group 1. (holds the
picture being chosen by the
representative)

(after two minutes) Time’s up. Good job,

Group 1. Next is Group 2.

Two minutes passed. Thanks, Group 1.

The winner is __________. A round of
applause to everyone for a wonderful
game.

Class, what are the words being guessed? (starting guessing)

C. Presentation

(starting guessing)
So, what have you observed on those
words in our game.

Yes, those are operations. But, it will have

something to do with our new topic for this (clapping hands)
morning.

Today, you will learn how to compute

numbers with signs, the positive and
negative in operations. And we will
encounter integers.

(read the words)

We will be having an activity. I will divide
the class into four groups. This will be row
groups. Each group will be given flash
cards with number problems and
corresponding letters. Then, you will solve
it as a group. After you solve, the answers
of the flash cards must be arranged into
lowest to highest value so that you can get
the hidden word. But, how you will solve
the number problem? I will give you an
“Ace” card. This is a card containing the

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rules on solving. The first group to finish The words are related to operations
and accomplish the task will be the winner because of the add, divide, subtract and
and there will be a corresponding prize for multiply.
it.

D. Comparison and Abstraction

Among the cards, what operations are

used?

Very good! These operations will help to

solve the numbers with signs. (working together as groups)

These signs are?

If a number has a negative sign, what does

it imply?

That’s right. If a number has no sign, that

is a positive number. What does it mean?

How did you get the answers on doing the

activity?

E. Generalization

These are called integers. It is a positive

and negative whole number or it’s exact
opposites.

So, these integers can be applied on Addition, Subtraction, Multiplication,

operations. There are rules on getting the Division.
answers.

First is in addition. What would be the

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result if a positive integer is being added to
a positive integer.

Positive and Negative sign

If a negative integer is added with a
negative integer?

It is below zero.

That’s right! The sign will stay as it is. What

would be the answer if a positive integer is
being added to a negative integer?
It is above zero.

In subtraction, this rule is the same with

addition. In multiplication and division, they
also have the same rules. If both positive is There are rules in solving operations on
being multiplied and divided, the answer integers.
is?

If the factors have different signs?

If the dividend and divisor have different
signs?

(posts some examples)

Then, this integers won’t be nothing if this

is not applicable to reality. Have you notice
about thermometers? There is a negative
integer because there are temperatures
which are below 0°. It is the decrease of
temperature. Then, when you deposit a
money in your bank account. Your savings The answer is a positive integer.
will rise. There will be positive money on a
bank. Integers really help in keeping the
world on working.

The answer is a negative integer.

F. Application

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In your seats, make at least 5 examples
which can be applicable in real life
The answer will depend on the bigger
situations. Then, exchange with your
integer.
seatmate. Let your seatmate answer it.

I will give you 10 minutes to do your task.

The answer is still positive.

(after 10 minutes)

Give back the paper then let the maker of

the examples check the answers of his/her
seatmate. Then, after checking, pass the
papers to me.

The answer is a negative integer.

G. Evaluation

Direction: In a 1/2 sheet of paper, answer

the following:

1. -8 + 20 =
2. 90 - 105 =
3. 50/-5 =
4. 6*10 =
5. -7*-300 =
6. -100/10 =
7. -5 + -2 =
8. -2 - 4 =
9. 0*-2 =
10. 34*-12 =

H. Assignment

Direction: Fill in the blanks.

1. ___ * - 40 = 80
2. 6 - ___ = -28
3. 45 / -9 = ___
4. -9 * -367 = ___
5. -2 + ___ = -78

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 Yes, Ma’am.

HEURISTIC METHOD

Detailed Lesson Plan in Math 3

I. Objectives
At the end of the lesson, the pupils are expected to:
 Multiplies 2 to 4- digit numbers by 1- digit numbers with regrouping
 Show accuracy/carefulness in solving number problems
 appreciate the value of sharing in one’s own life

II. Subject Matter

Topic: Multiplying Numbers with Regrouping page 151-153
Reference: Realistic MATH 3 K to 12
Materials: Visual aids

III. Procedure:

A. Daily Routine
Prayer
Greetings
Checking of Attendance

B. Drill

C. Motivation

What occasion is nearly coming?

Christmas!
Why do we celebrate Christmas?
We celebrate Christmas because it is the
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Correct! birth of our Lord, Jesus Christ.

(The teacher will tell a story about Santa

Claus)

D. Lesson Proper
Now class I am going to tell a story.

Santa Claus lives in a nice city

called Santa Claus Ville. Every day he
works hard, in wrapping gifts for
children.

Santa Claus is very generous. He

loves to share. He looks for good
children all over the land. He always sure
to have with him a bundle of toys. For
the good little girls and little boys.

One day when Santa Claus is

walking along the street he saw 5
children sitting on the bench, so
Santa Claus gave 24 pieces of
candies to each one of them.

Santa Claus was very happy

to see the smile on the face of the
children.

Analysis

Who are the characters in the story?

What can you say about Santa Claus?

For you class, is it important to share?

Why?
The characters in the story are Santa Claus
Now class Santa has a problem and the children.
he wants to find out the total
number of candies he gave to the 5
children. He is very generous.

Do you want to help him? Yes, because when we share we can make
people happy.
(The teacher will present the word
problem.)

PROBLEM:
Santa Claus gave 24 pieces of candies to Yes!
each one of the 5 children he saw on the
street. Now, Santa Claus wants to find
out,
HOW MANY CANDIES DID HE
GAVE TO THE 5 CHILDREN? He wants to find out the total number of
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IV. Evaluation:
Solve the following.

56 24 58 62 89
x 4 x 5 x 3 x 5 x 2

426 325 213 1233 1234

x 5 x 3 x 4 x 4 x 5

V. Assignment:
Solve the following.

144 243 59 77 997

x 4 x 5 x 4 x 5 x 2

654 865 775 3452 7654

x 4 x 2 x 5 x 5 x 4

Prepared by:
Ms. Analiza J. Ison
Beed IV-A

Submitted to:
Mrs. Sevilla Padilla
Grade 3 Teacher

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