Region IV –A CALABARZON

Division of Rizal
BARAS Sub-Office
PINUGAY ELEMENTARY SCHOOL
Sitio Milestone Brgy. Pinugay, Baras, Rizal

DAILY LESSON PLAN

S.Y. 2022 – 2023

Teacher: Jason F. Trinidad Grade Level: V- MULAWIN

Quarter: 4th Week: 3 Learning Area: MATHEMATICS
MELCs: Volume of a Cube and a Rectangular Prism Using Cu. Cm and Cu. M. Time: 7:45-8:35 (May 15-19 2023)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Learning Volume of a Cube and a Rectangular Prism Using Cu. Cm and Cu. M.
Standards
B. Performance  Finds the volume of a given cube and rectangular prism using cu. cm and cu. m. M5ME-IVd-81
Standards Estimates and uses appropriate units of measure for volume. M5ME-IVd-82
C. Learning  Finding the volume of a given cube and rectangular prism using cu. cm and cu. m.
Competencies/ Estimating and uses appropriate units of measure for volume.
Objectives
Write the LC Code for
each
II. CONTENT Volume of a Cube and Rectangular Prism

III. LEARNING
RESOURCES
A. References
1. Teacher’s OT 4A Instructional Design & Development Lead
Guides/Pages
2. Learner’s Mathematics Learning Modules
Materials Pages Page 01- 04
3. Textbook Pages Page 01 - 04
4. Additional
Materials from
Learning Resources (LR)
portal
B. Other Learning powerpoint presention, video clips, Picture
Resources
Routinary Activities a. Prayer
b. Morning physical exercise and stretching
c. Reminder of the classroom health and safety protocols
d. Checking of attendance
e. Quick “Kumustahan”
IV. PROCEDURES
A. Reviewing In your previous lesson, you In your previous lesson, you have In your previous lesson, you have
previous lesson or have learned to visualize the learned to visualize the volume of learned to visualize the volume of a
presenting the volume of a cube and a a cube and a rectangular prism as cube and a rectangular prism as well
new lesson rectangular prism as well as the well as the use of formula during as the use of formula during the
use of formula during the the application. In this lesson you application. In this lesson you were
application. In this lesson you were able to visualize the process able to visualize the process of
were able to visualize the of finding the volume. and derive finding the volume. and derive the
process of finding the volume. the formula in solving formula in solving mathematical
and derive the formula in solving mathematical problems and real- problems and real-life situations.
mathematical problems and real- life situations.
life situations.

B. Establishing a Do you think you can solve Area Do you think you can solve Area Do you think you can solve Area of a
purpose for of a Volume of a Cube and of a Volume of a Cube and Volume of a Cube and Rectangular
the lesson Rectangular Prism Rectangular Prism Prism
C. Presenting Showing a Power Point Showing a Power Point Showing a Power Point Presentation
examples/ Presentation Volume of a Cube Presentation Volume of a Cube Volume of a Cube and Rectangular
instances of the and Rectangular Prism and Rectangular Prism Prism
new lesson
D. Discussing new Introduce the activity. See pp 02 Introduce the activity. See pp 02 Introduce the activity. See pp 02 of
concepts and of the LM for the activity. of the LM for the activity. the LM for the activity.
practicing new
skills #1
E. Discussing new -The teacher further explains the -The teacher further explains the -The teacher further explains the
concepts and lesson. lesson. lesson.
practicing new 1. What are the step on finding 1. What are the step on finding the 1. What are the step on finding the
skills #2 the solution solution solution
2. What are the tecniques 2. What are the tecniques needed 2. What are the tecniques needed to
needed to know to know know
F. Developing Explain the background Explain the background Explain the background information
mastery information (pg 11 of LM) information (pg 11 of LM) (pg 11 of LM)
 (Leads to -Have the pupils to determine the
formative computation that was given
assessment)
G. Finding PERCENT is a special ratio that
practical/applications compares a certain number to
of concepts and 100. It is a ratio whose
skills in daily meaning is similar to fraction with
living a denominator of 100.
PERCENT means hundredths so
it can be written as decimal and
a decimal in
hundredths can be expressed as
a percent.
A short way to change a fraction
with a denominator of 100 into
decimal is to write
the numerator and put the
decimal point two places from
the right.
Percent is to write the numerator
together with the percent sign.
H. Making Volume is the three-
generalizations and dimensional size of an
abstractions object measured in cubic
about the lesson units. It is expressed in
cubic centimeters, cubic
decimeters, cubic meters,
cubic inches, cubic feet,
cubic yards and others.
I. Evaluating Count the number of cubic
Learning units to find the volume of
the following rectangular
prisms and cubes.
-Have the pupils to determine the
computation that was given
PERCENT is a special ratio that
compares a certain number to
100. It is a ratio whose
meaning is similar to fraction with
a denominator of 100.
PERCENT means hundredths so
it can be written as decimal and a
decimal in
hundredths can be expressed as
a percent.
A short way to change a fraction
with a denominator of 100 into
decimal is to write
the numerator and put the decimal
point two places from the right.
Percent is to write the numerator
together with the percent sign.
Volume is the three-
dimensional size of an
object measured in cubic
units. It is expressed in
cubic centimeters, cubic
decimeters, cubic meters,
cubic inches, cubic feet,
cubic yards and others.
Learning Task No. 2
What unit of measure for
volume is appropriate to
use for the following
objects? Use the given units
of measure arranged from
the smallest to the largest;
cubic decimeter (dm3),
cubic centimeter (cm3),
cubic meter (m3 ,)
-Have the pupils to determine the
computation that was given
PERCENT is a special ratio that
compares a certain number to 100. It
is a ratio whose
meaning is similar to fraction with a
denominator of 100.
PERCENT means hundredths so it
can be written as decimal and a
decimal in
hundredths can be expressed as a
percent.
A short way to change a fraction with
a denominator of 100 into decimal is
to write
the numerator and put the decimal
point two places from the right.
Percent is to write the numerator
together with the percent sign.
Volume is the three-
dimensional size of an object
measured in cubic units. It is
expressed in cubic centimeters,
cubic decimeters, cubic
meters, cubic inches, cubic
feet, cubic yards and others.
Learning Task No.4:
Convert the following cubic
units as indicated.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners ___Lesson carried. Move on to
who earned the next objective.
80% of the ___Lesson not carried.
formative _____% of the pupils got 80%
assessment mastery
B. No. of learners who ___Pupils did not find difficulties
require in answering their lesson.
additional activities ___Pupils found difficulties in
to answering their lesson.
remediation ___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some
in difficulties encountered in
answering the questions asked by
the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.

C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
lessons work? above above above
No. of learners who
have caught
up with the lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to additional activities for additional activities for additional activities for remediation
 require remediation remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration
worked well? Why ___ Games
did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did __ Bullying among pupils
I encounter __ Pupils’ behavior/attitude
which my principal __ Colorful IMs
or supervisor __ Unavailable Technology
Equipment (AVR/LCD)
can help me solve?
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
G. What innovation or The lesson have successfully
localized delivered due to:
material did I ___ pupils’ eagerness to learn
use/discover which I ___ complete/varied IMs
___ uncomplicated lesson
wish to share with
___ worksheets
other teachers? ___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully
delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully delivered
due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks