School: SAN CARLOS ELEM.

SCHOOL Grade Level: FIVE

DAILY LESSON Teacher: ARCELLE YUAN Learning Area: MATH
LOG Teaching Quarter: COT 2
Dates/Time:

I. OBJECTIVES
A. Content Standards The learner is expected to demonstrate understanding of circles
B. Performance Standards Identify the Terms Related to a Circle
Code: M5GE-IIId-23
C. Learning Competencies Geometry
II. CONTENT
Identifying the Terms Related to a Circle

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages CG p. 61/ Mathematics for Better Life ™5 pp.226-228
2. Learner’s Material pages
3. Textbook pages Mathematics for Better Life TX pp234-236
4. Additional Materials from
LRMDS
B. Other Learning Resources Activity card, pictures of diff. circular objects, circular cut-outs
IV. PROCEDURES
A. Reviewing past lesson or presenting
the nw lesson 1.Drill

Drill on visualizing circle

The teacher uses pictures or real objects and let the pupils identify
whether it is a circle or not.

Directions: Clap your hands twice if the object is a circle and stamp your feet
thrice if it is not.

2. Review

Group the class into 5 groups. Give them activity card and let them
write their answers on meta cards.

Activity Card I- Draw three objects that has a shape of a circle.

Activity Card II- What are the 3 common parts of a circle?

Activity Card III- What is the difference between a circle and polygons?

Activity Card IV- Label the parts of the circle.

Activity Card V- Cross out the figure that are NOT circle.

B. Establishing a purpose of the new 3. Motivation

lesson ( Motivation)
Group the class into 5.

Each group will be given a piece of paper with a pictures of different objects
that has a circle.

The class will identify and circle the objects that can be found inside the

C. Presenting examples/ instances of the
new lesson
D. Discussing new concepts and
practicing new skills no. 1
E. Discussing new concepts and
practicing new skills no. 2
classroom.
Instill the value of Cooperation
1.Presentation
a. Strategy: Paper Folding Activity
Mechanics:
1) Give each pupil a piece of circular cut-out.
2) Let them fold it in half.
(Focus the pupils’ attention on the line segment formed by the fold.
Introduce the term Diameter to name the line segment).
3) After that, let them fold the cut-out such that the diameter is halved.
(Introduce the term radius to the name of the new line segment
formed). How the length of the radius compares with the diameter?
What is a diameter? What is a radius?
4) Using a marker, let them mark the center of the circle.
(Specify that a center named the circle).
5) Fold once the cut-out in any way you want without hitting the center.
Ask pupils what line is being formed. (so we called it chord whose endpoints
lie on a circle.) How will you the describe it?
Look at the circle that is posted. How can we name the circle? Can you give
the lines in a circles?
A diameter is a line segment which passes through the center of a circle and
whose endpoints are on the circle.
Radius is a line segment from the center to a point on the circle.
The center of a circle is the point equidistant from the points on the edge.
A chord is a line segment which do not through the center where the two
endpoints are on the circle.
A semicircle is simply half of a circle. 
Directions: Group the class into five. Use the illustrated circle at the
right in answering the items in the activity.
Directions: Group the class into five. Use the illustrated circle in answering
the items in the activity.
1. The circle is named as ______.
2. OT is a _________.
3. EO is a _________.
4. HEO is a _________.
5. The center of the circle is _____.
6. Name the chords:______,______.
7. Half of a circle is called_____.
2. Performing the Activities
Presentation of each group
F. Developing Mastery (Leads to
Formative Assessment) 3. Processing the Activities

Directions: Refer to the circles below to answer the following.

1. Name the diameters and radii in the circle.
2. Name the following:

a. chord b. center

G. Finding Practical Application of

concepts and skills in daily living. 4. Applying to New and Other Situations

Directions: Form five groups. Let each group draw their own circle.
Have them illustrate a radius, diameter and a chord, tangent, arc, semi circle
and label it. Each group will present their output.

H. Making Generalization and

abstraction about the lesson How will you identify the radius, diameter, chord, center, tangent, arc
and semi circle of a circle?

I. Evaluating learning Assessment

Directions: Use circle O at the right to identify the terms related to the circle.
1. AG
2. AF
3. GAD
4. KH
5. CGB
6. Point A

7. AB

J. Additional activities for application

and remediation. Directions:

Work in pairs. They will each fold a circle to show 4 diameters and name the
diameters and the radii formed. Use capital letters to name the points on the
circle.

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
solved?
G. What innovation or localized materials
did I use/ discover which I wish to
share with other teachers?
Prepared & Demonstrated by:

ARCELLE YUAN
Teacher III

Observed by:

GURO-AKO
MT- I