GRADES 9
DAILY LESSON LOG
Teaching Day and Time
Grade Level Section
I. OBJECTIVES
A. A. Content Standards
B. B. Performance Standards
C.C. Most Essential Learning
Competencies (MELCs)
II. CONTENT
III. LEARNING
RESOURCES
A. References
B. a. Teacher’s Guide
C. b. Learner’s Materials
D. c. Textbook
E. . d. Additional Materials from
Learning Resource (LR)
portal
F. e. Other Learning Resources
IV. PROCEDURES
A. A. Reviewing previous lesson
or presenting the new lesson
School MAYURO ELEMENTARY SCHOOL Grade Level 5
Teacher MS. RIZA S. GUSTE Learning Area MATHEMATICS
Teaching Dates and
March 6-10, 2023 Quarter THIRD
Time
Monday Tuesday Wednesday Thursday
Friday
The learner demonstrates understanding of polygons
The learner is able to construct and describe polygons
Visualizes congruent Visualizes congruent polygons Visualizes and describes a circle Identify the terms related to a Identifies the terms related to a
polygons Code: M5GE- IIId-22 Code: M5GE – IIId.23, circle circle
Code: M5GE-IIId-22, Code: M5GE-IIId-23 Code: M5GE-IIId-23,
Visualizing Congruent Visualizing congruent polygons Visualizing and describing a circle Geometry Identifying the Terms Related to a
Polygons Circle
CG p. 61/Lesson Guide in CG p. 61/ Lesson Guide in Elem. CG p. 61 CG p. 61/ Mathematics for Better CG p. 61/ Mathematics for Better
Elem. Math Gr. 5 pp. 358- Math Grade 5 pp. 358-362 Life ™5 pp.226-228 Life, Teacher’s Manual p. 226
362
Mathematics for Better Life Growing Up with Math 5 pp. Mathematics for Better Life, pp Mathematics for Better Life TX Mathematics for a Better Life 5, p.
5, p.350 244-246 pp234-236 234
BEAM LG Gr. 5 Geometry DepEd Learning Portal, Math 5
Charts, flash cards, graphing cut-outs of polygons, activity metacards, charts, protractor, circle- Models of plane figures with puzzle pieces, circle illustrations
paper, cutouts of different sheets power point presentation shaped objects curved edges, puzzle of different
polygons graphing paper, scissors pictures of circles, circular cutouts
1. Drill 1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle 1. Drill
Climbing the ladder Directions: Which of the following is a The teacher uses pictures or real Post figures with curved edges on
Mechanics Strategy: Guessing Game – What circle. objects and let the pupils identify the board.

B. B. Establishing a purpose for
the lesson
C.Presenting examples/
instances of the lesson
a. The teacher group the Am I whether it is a circle or not Ask pupils to identify each figure.
pupils into 2 – boys and girls. Directions: Clap your hands twice if Have the pupils identify which of
b. He or she flashes the 1. I am a 3-sided polygon with the object is a circle and stamp these are circles
geometrical figures written congruent side 2. Review your 2. Review
on the flash cards and let it  What is a polygon? feet thrice if it is not Directions: Identify and name the
be identified by the pupils. 2. I am 4-sided polygon with  Give examples of polygons 2. Review parts of the circle
c. The pupils who answer the congruent sides Group the class into 3 groups. Give
question will step one ladder them activity card and let them
3. I have nine sides
up. The first group to reach write
the top is the winner. 4. I am a four- sided polygon their answers on metacards.
2. Review with one pair of parallel side. Group I- Name five objects that
Guessing Game- What am I? suggest a circle.
a. I am a 3-sided polygon 5. I am a 3-sided polygon with Group II- Why is a ball not an
with congruent side. two sides equal example of a circle.
b. I am a 4-sided polygon Group III- What differentiates a
with congruent sides. circle from other plane figures
c. I have 10 sides.
d. I am a four-sided polygon
with 1 pair of parallel side.
e. I have 8 sides.
Ask: Look at our Look at our blackboards. Do they have the same size and Is a circle a polygon? Why do you think Strategy: Game (puzzle) Strategy: Puzzled Up
blackboards. Do they have shape? so? Mechanics: Materials: puzzle pieces of a circle
the same size and Look around the room. What objects have the same size 1. Divide the class into four groups. Mechanics:
Shape? Look around the and shape? 2. Group Leaders will pick or get a. Group the pupils into 4’s.
room. What objects have the the envelope containing parts of b. Each group will have their
same puzzle. activity kit which includes pieces of
shape and size? 3. Give them 1 minute to form the puzzle.
Values Integration puzzle. And the first group to c. Each group will form the pieces
Ask some pupils to relate complete to form a circle. They will form 3
their experiences. Lead them it wins the game. pieces of circles of different sizes.
to 4. Remind each pupil to be a good d. The first group to post their
the discussion that will sport when playing games work wins
develop their willingness to
do
the assigned tasks.
Strategy: Looking for the Materials: cut outs of polygons, Have the pupils observe the circles a. Strategy: Paper Folding Activity Strategy: Naming Parts of the
correct pair ruler, protractor below. Mechanics: Circle
Materials: cutouts of Mechanics: Take a look at each of the circles. Do 1) Divide the class into 5 groups. Materials: circular cut-outs
polygons, ruler, protractor a. Group the pupils into 4’s. you find any line segment? 2) Give each group a piece of Mechanics:
and identify them b. Distribute envelopes with cut circular cutout. a. Group the pupils into 4’s.
Mechanics: outs of polygons, two of which 3) Let them fold it in half. (Focus b. Study the circle.
a. Group the pupils into 4’s. are pair. the pupils’ attention on the line c. Trace the circle around from
b. Distribute envelopes with c. Let the pupils look for the pair segment formed by the fold. point P back to the same point.
cutouts of polygons, two of of polygons as shown below. Let Introduce the term Diameter to (That is the circumference of the

D. D. Discussing new concepts
and practicing new skills #1
which are them measure the sides and the name circle.)
pair. angles. Let them paste the the line segment. d. Trace the curve line from point P
c. Instruct the pupils to look polygons in pair on 4) After that, let them fold the to point Q passing point N.
for the pair of the polygons a manila paper cutout such that the diameter is (That is the called semi-circle.)
as shown What can you say about the halved. (Introduce the term radius e. Trace point N to point Q. (That is
below. Let them measure sides of each pair of polygons? to the name of the new line a minor arc. The degree measures
the sides and the angles. Let What can you say about the segment formed). How the length less than 180°.
them shape? of the radius compares with the f. Trace point N to point Q passing
paste the polygons in pair on What can you say about the diameter? What is point P. (That is the major arc.
manila paper angles? a diameter? What is a radius? The degree is greater than 180°.
d. Ask the pupils. What can 5) Using a marker, let them mark
you say about the sides of the center of the circle. (Specify
each pair that
of polygons? What can you a center named the circle.
say about the shape? What b. Present another circle
Can you say about the cutout/picture like shown below
angles? Look at the circle that is posted.
e. Let the pupils draw Can you give the lines in a circles?
congruent polygons and How do we name this circle?
identify them. What can you say on Line ED? How
will you the describe it? (so we
called it chord whose endpoints lie
on a circle.)
Teacher then processed the Mechanics: Strategy: Direct Instruction Directions: Group the class into Presentation of each group
output done by each group. a. Group the pupils into 4 groups  A circle is a simple closed curved. It is four. Use the illustrated circle at
b. Let them bring out their ruler composed of a set of points equidistant the
and graphing paper from a fixed point called the center of right in answering the items in the
c. Instruct the pupils to draw the circle. activity.
different polygons using the  In the illustration point O is found at 1. The circle is named as ________.
graphing paper. Draw one pair the center of the circle. 2. OT is a _________.
of polygons with the same size  A circle is named by its center. This 3. OE is a _________.
and shape circle is called circle O. 4. HE is a _________.
Group 1- three-sided polygons  Segment OA is a radius. Radius is a 5. The center of the circle is
like equilateral, isosceles line segment from the center ________.
and scalene to any point on the circle. A radius is 6. Name 3 radii:
Group 2- four-sided polygons half of a diameter. _______,_______,_______.
Group 3- five to seven-sided  We can use a protractor to draw a 7. Name 2 diameters:
polygons circle. A protractor is ________,________,________
Group 4- eight to ten-sided an instrument that is used to draw 8. Name the chords:
polygons circles with different radii. _________,_________.
d. Let the pupils compare the We can also trace a circle from other
figures they cut. objects with a shape of
e. What can you say about their a circle.
size and shape?
 f. Guide the pupils to answer
that the pair of plane figure with
exactly
the same shape and size are
congruent.
g. Ask: How did you feel when
performing the activity?
What value is developed when
you performed the activity?
E. E. Discussing new concepts a. How do you find the Presentation of each group Presentation of each group What is the name of the circle?
and practicing new skills #2 activity? How will you describe the
b. When do you say that two circumference of the circle?
polygons are congruent? How is the semi-circle formed?
c. What other strategies will How will you describe minor arc?
you use to help you find that major arc?
two or more polygons are How will compare minor and major
congruent? arc?
How will you describe the area of
the circle?
F. F. Developing mastery Directions: Look at the Directions: Identify the figure in Strategy: Thinking Skills Directions: Refer to Circle O to
(Leads to Formative figures. Which of them Figure I that is congruent in Analyze the following figures. What are Directions: Use circle O at the right name the following.
Assessment 3) appears to be congruent? Figure II they? to identify each line segment as a. a minor arc ______________
Name Figure I Figure II a radius, a diameter and a chord. b. a major arc ______________
the pairs 1. Quadrilateral FBEF 1. Line AC c. a semicircle ________________
__________ 2. Line OA Direction: Do the following.
2. Triangle CBE 3. Line FM d. Trace the circumference of the
__________ 4. Line OD circle.
3. Triangle GCH 5. Line OC e. Shade the area of the circle
__________ 6. Line OF
4. Quadrilateral ACGF 7. Line AB
__________ 8. Line DC
5. Triangle CDE
__________
6. Triangle ABF
__________
7. Segment FH
__________
8. Segment BC
__________
9. Angle DCE
__________
10 Triangle CDB
G. G. Finding practical
applications of concepts and
skills in daily living
H. H. Making generalizations
and abstractions about the
lesson
I. I. Evaluating learning
Directions: Look at the things 1. Look at the things inside the
inside the classroom and classroom and identify the
identify congruent sides or faces.
the congruent sides or faces. a. books b. tables c . chalkboard explain what you have formed
a. books d. tables d. wall e. cabinets
b. chalkboard e. walls 2. Find pair of figure in your
c. cabinets classroom that shows
congruency
When do you say that two Lead the pupils to generalize
polygons are congruent? that two polygons are congruent
if:
a. Both have the same shape
and size.
b. Tracing of one fits the other.
c. Their corresponding angles
and sides are congruent
Directions: Check the letter Evaluating Learning
of the figure that is Write the letter of the figure
congruent to the first figure that is congruent to the first
figure.
Using the circles and different Directions: Form five groups. Let Directions: Group the pupils into
shapes given to your group, create a each group draw their own circle. 3’s. Let the draw the following
new figure from it. Post your work and Have them illustrate a radius, circle
diameter and a chord. Give illustrating the following. Shade
them time to do this. Each group the area of the three circles
will present their output differently.
a. minor arc
b. major arc
c. semi-circle
What is a circle? How will you identify the radius, How will you identify the
diameter, chord and center of a circumference, area, semi-circle,
circle? minor arc, and major arc of a circle
Directions: Draw objects that can be found inside and outside the Directions: Refer to the circles Directions: Use circle O to identify
classroom that has a shape of a circle. Label the object you have below to answer the following each line segment in the figure.
drawn 1. Name the diameters and radii in a. FG
the circle. b. RS
2. Which line segments in the circle c. SE
are chords d. GE
e. AS

J. J. Additional activities for
application or remediation
Directions: Draw 2 Directions:
congruent figures of the Certain artists, such as Pablo home that has a shape of a circle
following polygons. Picasso, created paintings and
1. Trapezoid drawings using a style called
2. Octagon “cubism.” Cubism is an abstract
3. Pentagon style where the artist arranges
4. Isosceles triangle cubes and other geometric
5. Decagon forms in their work. A cubist
painting could contain shapes
like those below.
Directions: Name 5 things found in your Directions: Have the pupils work in Directions: Illustrate five circles
pairs. They will each fold a showing the following parts of the
circle. Label each illustration.
circle to show 4 diameters and a. circumference
name the diameters b. area
c. minor arc
and the radii formed. Have them d. major arc
explain what part of e. semicircles
each diameter a radius is.
Enrichment
 Directions: Use this circle to show
three diameters and three radii.
Use capital letters to name the
points on the circle

V. REMARKS

VI. REFLECTION

a. No. of learners who earned

80% on the formative assessment
b. No. of learners who require
additional activities for
remediation.
c. Did the remedial lessons work?
No. of learners who have caught
up with the lesson.
d. No. of learners who continue to
require remediation.
e. Which of my teaching
strategies worked well? Why did
these work?
f. What difficulties did I encounter
which my principal or supervisor
can help me solve?
g. What innovation or localized
materials did I use./discover
which I wish to share with other
teachers?

Prepared by:

RIZA S. GUSTE
Subject Teacher

Noted:

MELINDA C. AGBAY
Principal I