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GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: MAY 22 – 26, 2023 (WEEK 4) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Name the unit of measure for measuring the volume of cube and rectangular prism.
Write the value of measuring accurately
A. Content Standards demonstrates understanding of area, volume and temperature. Weekly Test

B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.

C. Learning converts cu. cm to cu. m and vice converts cu. cm to cu. m and vice : Finds the volume of a given Estimate and use appropriate
Competencies/Objectives versa; cu.cm to L and vice versa. versa; cu.cm to L and vice versa. cube and rectangular prism using units of measure for volume
Write the LC code for each M5ME-IVd-80/ Page 63 of 109 M5ME-IVd-80/ Page 63 of 109 cu.cm and cu.m M5ME-IVd-82
M5ME-IVd-81

II. CONTENT Converting cu.cm to cu.m and vice Converting cu.cm to cu.m and vice Finding the volume of a given Estimating and Using
versa; cu.cm to L and vice versa versa; cu.cm to L and vice versa cube and rectangular prism using appropriate units of measure for
cu.cm and cu.m volume

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Curriculum Guide in Math 5
DLP Gr. 5 Module 54
 BEAM LG Gr. 5 Module 18
– Volume
 Lesson Guide in Elem.
Math Gr. 5 p.395
 MISOSA Gr. 5 Module –
Volume of a Rectangular
Prism
Curriculum Guide in Math 5
DLP Gr. 5 Module 54
 BEAM LG Gr. 5 Module 18
– Volume
 Lesson Guide in Elem.
Math Gr. 5 p.395
 MISOSA Gr. 5 Module –
Volume of a Rectangular
Prism
Curriculum Guide in Math 5
DLP Gr. 5 Module 55
 BEAM LG Gr. 5 Module 18
– Volume
 Lesson Guide in Elem.
Math Gr. 5 p.399

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
flash cards, pocket chart, problem
written on the chart
1.Drill: Conversation
Mother bought a dressed chicken
flash cards, pocket chart, problem
written on the chart
Answer their assignment
Review
: flash cards, model cubes and
rectangular prisms set, problem
written on the chart.
1.Drill
Mental computation /drill on
finding the area or missing side of
flash cards, model cubes and
rectangular prisms set,
aquarium.
1.Drill
Mental computation
Magic Square –Give the

B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
weighing 1.3 kg. How many grams is
it?
2.Review
Give the equivalent: Conversion of
linear measure.
6cm= ____ mm
5m= _____cm
____dm= 4m
____cm= 9dm
____dm= 3m
3.Motivation
Which cubic unit of measure will you use to measure the following:
a.cabinet
b.gravel and sand truck
1.Presentation
Present each problem to the class.
A truck delivers sand weighing
54000 dm3 or L, what is the weight
of the sand in cubic metre (m3)? In
cubic centimetre (cm3) ?
a.What is asked in the problem?
What are given?
b.What must we know to be able to
change 54000 dm3 to cubic
centimetres and to cubic metre?
c.Which is larger a cubic decimetre
Basic conversion unit
d.thumbtacks box
e.rectangular water tank
Presentation
Present another problem to the
class
Discuss the problem
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a parallelogram next five perfect square.
2.Review
Find the area of the following 2. Review
figures. Write the answer on your Find the volume of these prisms.
notebook. Write the answer on your
1. 3cm notebook.
1.l=9m
3. 6cm w=5m
h=4m
2. s=12cm
2. 5m 6cm 3.l=15m
w=10m
h=6m
3.Motivation 3.Motivation
Show a transparent plastic Show a rectangular prism to
container filled with balls. Ask each group and guess which has
pupils to guess the number of the greatest or least volume.
balls inside the container. Let a
volunteer count the balls to find
out the answer. Elicit from them
how they can make a good guess
of the total number of balls.
Relate this to the concept of
volume.
1.Presentation 1.Presentation
Read and study the problem Using concrete object (present
below. an aquarium)
A storage box is 60 cm by 40 cm An aquarium is 35 cm. long, 25
by 30 cm. What is the volume of cm wide and 33 cm high is to be
the box? filled with water.
The volume of a rectangular
prism is equal to the product of
its length,width and height.
V= LXWXH
60cm x 40 cm x 30 cm =
72000cm3
Using concrete objects How many cubic centimetre of
a.Let a pupil fill a rectangular box
water will be needed?
with cubes.
b.Ask the pupils the following 1.What is asked in the problem?
questions:
2.What data are given?
How many cubes did it take to

E. Discussing new concepts and
practicing new skills #2
or a cubic centimetre?
d.How many cubic centimetres are
there in cubic decimetres or L ?
To change cubic decimetre to cubic
centimetre we multiply by 1000.
Since: 1dm=10cm
Therefore: 1dmx1dmx1dm= 10cm x
10cm x 10cm
Thus, 1dm3 = 1000cm3
54000 dm3 = ____ cm3
54,000x1,000 = 54,000,000 cm3
How will you compare cubic
decimetres to cubic metres? Since a
cubic metre is larger thana cubic
decimetre, we divide by 1000. Using
conversion 1m3= 1000dm3
54000dm3 = 54m3
1000
2. Performing the Activities
Group the pupils into three working
teams and have them perform the
task.
Provide exercises
Processing the Activities
How do we change and convert a
smaller unit to a higher unit?
 when converting from
larger unit to a smaller unit, use
multiplication
 when converting from a
smaller to a larger unit, use
division
fill the prism? 3. Is the unit of measure
How many cubic units is the
appropriate with the data
length/ the width? the height?
c.Define these situations as given?
finding the volume of solids.
Define volume as the number of
cubic units used to fill up a space.
Use correct unit of measure.
d.Using this definition, ask the
pupils the volume of rectangular
prism.
e.Let them state the formula for
the volume of a rectangular
prism as V=lxwxh.
2.Performing the Activities 2.Performing the Activities
a. Group the pupils. Give
Solve for the volume of these
rectangular prism to each group.
rectangular prisms, given their b. Have each pupil first
guess which prism has the
measurements.
greatest and which prism has
1.l=9m 3. s=12cm the least volume.
c. Give the unit of
w=4m
measure to be used. Have the
h=3m students estimate the volume of
the rectangular prisms.
2.l= 10cm 5. . Processing the Activities
s=6m What is volume?
How do we estimate volume of
w=7cm a prism?
h=15cm
4.l=14 m
w=10m
h=9m

F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Processing the Activities
What is volume?
What is the formula in finding the
volume of a cube? Rectangular
prism
Reinforcing the Concept and Skill Get Moving! 4. Reinforcing the Concept and Skill
Reinforcing the Concept and
Discuss the presentation. On page ___ of LM Math Grade V, Discuss the presentation. On page ___ of LM Math Grade
Skill
Have the pupils solve the following exercises. Change to smaller units. V,
Discuss the presentation. On
Supply the missing number. Have the pupils solve the following exercises.
page ___ of LM Math Grade V,
1. 6700 dm3= ____m3 Find the volume of the following figures.
1.25 cm3 =______mm3 Have the pupils solve the
2. 28 dm3= _____cm3 Refer to LM____
following exercises.
3. 11500 cm3 =_____ m3
2.89 dm3= ______cm3 Write the best unit of measure
4. 4 m3 =______cm3
to find the volume of the
5. 8m3 =______dm3
3.57 cm3= ______mm3 following: (mm3, cm3, dm3, m3)
1.water in a rectangular pool
4.126 dm3= _____ cm3 2.an ice before it melts
3.a dice
5.32 dm3= ______cm3
4.a blackboard eraser
5.oil in a rectangular box
Applying to New and Other Answer the following word Applying to New and Other Applying to New and Other
Situations problems. Situations Situations
Have the pupils do the exercises Have the pupils do the exercises Have the pupils do the exercises
under Apply your Skills on page LM 1.A truck delivers sand weighing under Apply your Skills on page under Apply your Skills on page
Math Grade V. Encourage some 85000 cm3, what is the weight of LM Math Grade V. Encourage LM Math Grade V. Encourage
pupils to show and discuss the the sand in cubic decimeters? some pupils to show and discuss some pupils to show and discuss
answers. the answers the answers.
2.A water tank holds 90000 dm3
of water, what is its weight in
cm3 ?
Summarizing the Lesson Summarizing the Lesson Summarizing the Lesson
In converting from a larger unit to a smaller unit, use multiplication Volume of a rectangular prism= How do we use appropriate
In converting from a smaller to a larger unit, use division LXWXH unit of measure for volume?
Volume of a cube=S X S X S or S3 How do we estimate volume?
C.Assessment Assessment C.Assessment C.Assessment
Change to smaller units. Fill in the blanks to complete the Find the volume of these solid 1.Marilou’s sewing box is 3 dm
1. 15 cm3= _____mm3 equivalent measures. figures.. long, 2.5 dm wide and 4.3 dm
2. 61 dm3= _____cm3 1.198cm3= ______dm3 Refer to Lm____ high. What is its volume?
3. 64 cm3 = _____dm3 2. 1286dm3= _____m3 2.Find the volume of a closet
4. 25 cm3= _____mm3 3. ____cm3 = 35m3 which is 2.5 m long, 5m and 2m

J. Additional activities for
application or remediation
1. REMARKS
2. 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%
5. 87 dm3= _____c
Change these units to larger or
smaller units:
1.7cm3= ______mm3
2. 5000 dm3= _____m3
3. 5m3 = _____cm3
4. 20000 cm3 = ____m3
5. 17m3= ____dm3
___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.
4._____cm3= 25dm3
5. 89m3= ______dm3
___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.
Draw the figure with their
measurements and find their
volume.
1. l=4m
w=1m
h=3m
2.s=14cm
3.3=20cm
4.l=8cm
w=3cm
h=10cm
5.s=12cm
___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.
high
Draw the figure with their
measurements and find their
volume.
1. l=9m
w=4m
h=6m
2. s=18cm
3. 3=30cm
4. l=12cm
w=5cm
h=8cm
5. s=14cm
___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.
___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 lessons work? ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
No. of learners who have caught above above above 80% above earned 80% above
up with the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for remediation additional activities for additional activities for additional activities for require additional activities
remediation remediation remediation for 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?
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes,
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
the lesson the lesson caught up the lesson
___ of Learners who continue to ___ of Learners who continue ___ of Learners who
require remediation to require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
___Metacognitive Development: ___Metacognitive well:
Examples: Self assessments, note Development: Examples: Self ___Metacognitive
taking and studying techniques, assessments, note taking and Development: Examples:
and vocabulary assignments. studying techniques, and Self assessments, note
___Bridging: Examples: Think- vocabulary assignments. taking and studying
and pair-share, quick-writes, and ___Bridging: Examples: Think- techniques, and vocabulary
anticipatory charts. pair-share, quick-writes, and assignments.
anticipatory charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw ___Schema-Building: Examples:
charts.
learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and
projects. ___Schema-Building:
Examples: Compare and
___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, ___Contextualization:
peer teaching, and
media, manipulatives, repetition, Examples: Demonstrations, projects.
and local opportunities. media, manipulatives,
repetition, and local
opportunities. ___Contextualization:
___Text Representation:
Examples: Demonstrations,
Examples: Student created media, manipulatives,
drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to
use, and providing samples of
student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you want
students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Examples: Student created repetition, and local
drawings, videos, and games. opportunities.
___Modeling: Examples: ___Text Representation:
Speaking slowly and clearly, Examples: Student created
modeling the language you want drawings, videos, and
students to use, and providing games.
samples of student work. ___Modeling: Examples:
Speaking slowly and clearly,
Other Techniques and modeling the language you
Strategies used: want students to use, and
___ Explicit Teaching providing samples of
___ Group collaboration student work.
___Gamification/Learning Other Techniques and
throuh play Strategies used:
___ Answering preliminary ___ Explicit Teaching
activities/exercises ___ Group collaboration
___ Carousel ___Gamification/Learning
___ Diads throuh play
___ Differentiated Instruction ___ Answering preliminary
___ Role Playing/Drama activities/exercises
___ Discovery Method ___ Carousel
___ Lecture Method ___ Diads
Why? ___ Differentiated
___ Complete IMs Instruction
___ Availability of Materials ___ Role Playing/Drama
___ Pupils’ eagerness to learn ___ Discovery Method
___ Group member’s ___ Lecture Method
collaboration/cooperation Why?
in doing their tasks ___ Complete IMs
___ Audio Visual Presentation ___ Availability of Materials
of the lesson ___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual
Presentation
of the lesson