WEEKLY LEARNING PLAN

Quarter:FOUR Grade Level: FIVE

Week: 5 Learning Area: MATH 5
Date and Time: May 29- June 2, 2023
Content Standard:Reading and measuring temperature using thermometer in degree Celsius
and solving routine and non-routine problems involving temperature in
real-life situations.
Performance Standard: Solves routine and non-routine problems involving temperature in real-life situations.
MELC/Objectives: Reads and measures temperature using thermometer (alcohol and/o digital) in degree Celsius. M5ME-IVf-85
Solves routine and non-routine problems involving temperature in real-life situations. M5ME-IVf-87

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson
-Let the pupils solve and answer the
following problems.
1. If the temperature at 11:00 in the
morning is 28.5◦C and became
32.7◦C, what was the average
temperature?
2. Lino’s temperature this morning
was 38.2◦C. after 2 hours his
temperature was 39.5◦C. Did he get
better or worse?
How many degrees did his
temperature rise?.
3. Feedback on the results of the last
home-based formative
assessment/written
output/performance task.
Clarify/Reteach difficult concepts if
needed.
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson
-Recall about the Data gathered and
organized can be presented in tabular
form
-Ask them what is tha formula of the
given problem
3. Determine the prior knowledge of
learners.
Choose what you think is the
temperature of the following.
1. Hot water a. -10◦C b. 30◦C c. 70◦C
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom
health and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson.
-Show them more examples about
The topic
3. Refer to the submitted quick
notes on clear points and muddy
points in the lesson. Clarify muddy
points.
-Ask the pupils about the
concepts where they found
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom health
and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson.
-Call some pupils and let them give
solve the given problems.
3. Check and process the given
Independent Practice. Explain why
certain answers are wrong or
correct.
-Process their answers on the given
activity
1. Classroom Routine:
a. Prayer
b. Morning physical exercise
c. Reminder of the classroom
health and safety protocols
d. Checking of attendance
e. Quick “kumustahan”
2. Recall the previous lesson.
- Graded recitation
-Let the pupils solve the given
problems.
3. Allow learners to present their
outputs or perform as an
application of their learning.
-Presentation of pupils’
performance tasks
-Present the previous formative test
to the pupils and have an item
analysis to find out the least
mastered topic of the lesson.
4. Explain learning objectives for the
week.
*Present the learning objectives for
the whole week.
a) Reads and measures
temperature using
thermometer (alcohol and/or
digital) in degree Celsius.
b) Solves routine and non-
routine problems involving
temperature in real-life
situations.
2. A person with fever a. 30◦C b. 35◦C
c. 40◦C
3. Ice cold tea a. 10◦C b. 20◦C c. 40◦C
4. Bread in oven a. 40◦C b. 100◦C c.
250◦C
5. Ice candy a. 100◦C b. 35◦C c. 0◦C
4. Process the given pre-assessment
task.
-Process their outputs on the given
activities
- Let the pupils explain their answers.
difficulties in understanding during
the discussion. Go back to the
concepts identified by the pupils
then have a further discussion and
give more examples.
4. Give a teacher-made formative 4. Encourage questions about the 4. Provide authentic feedback.
assessment on the presented lesson from the class. Respond to -Rate the presented tasks by the
lesson or use the SLM’s “What Is their questions substantially and pupils using Rubrics based on
It”. This can be a Guided Practice. clarify their difficulties. the given tasks.
- Practice Exercise #1
A. Tell if each statement is true or -Give some feedback.
false.
1. Bea has a fever. Her
temperature is 35◦C.
2. The water is boiling. Its
temperature is 100◦C.
3. People feel comfortable when
the temperature is 48◦C.
B. Solve the following problems:
1. The temperature at Gatid,
Santa Cruz, Laguna at 1:00PM
was 32◦C. Between 1:00PM and
5:00PM, the
temperature dropped 3.2◦C. What
is the temperature at 5:00PM?
2. How many degrees is 26◦C
lower than 48◦C? Which of the
two is the colder temperature?
3. A freezer is set at 0◦C. Corina
reset it to 8.5◦C. Did the
temperature in the freezer rise or
drop? By how

5. Present a summary of learning
tasks to be done within the week.
*Present to the pupils that the
following are the expected activities
to be done for the whole week.
- Video clips presentations
-Practice Exercises
-Group Activities
-Individual Activities
-Graded oral recitation
-Performance Tasks
-Others
6. Put in context the lesson for the
week by explaining its relevance and
connection with the previous lessons.
Explain how the current lesson is
essential and meaningful to the
learner’s daily life.
* Explain that
7. Introduce the lesson either by
adopting the preliminary tasks (What
I Need to Know, What I Know) in the
SLM or by innovating other relevant
priming activities
-Let the pupils give some examples
about getting the temperatue
-Ask them what they know about
temperature
-Let the give some topics that they
wanted to know about temperature
5. Present the lesson to the class.
-Based on the preliminary activities
present the problem to the class
-Let the pupils solve the problem
*Discussion
6. Wrap up the discussion. Ask
questions for clarification.
-Wrap up and summarize the
discussion by letting the pupils answer
the problem
7. Ask for key learning for the day.
Request for quick notes on points and
muddy points in the lesson.
-Process their answers.
-Ask the pupils to give the specific part
of the lesson that they need more
clarification.
-Ask about their learnings for the day.
many degree?
5. Check and process the given
assessment. Encourage active
class participation.
-Process and discuss their
outputs.
6. Enrich understanding of the
lesson through further explanation
and concrete examples.
Focus on the learners’ difficulty in
the given formative assessment.
Use the higher levels of the
cognitive domain in Bloom’s
Taxonomy when asking questions
for understanding.
-Ask more questions for further
clarifications of the topics
discussed
-Graded recitation
-Give more exercises (Board work
exercises, seatwork etc.)
7. Introduce a new task. This can
be an Independent Practice that is
either teacher-made or based on
the SLMs “What’s More”.
- text) may help learners in their
5. Once everything is clear, ask for
generalizations about the lesson.
The teacher may provide prompts
or use the SLM’s “What I Have
Learned”.
(GENERALIZATION)
-Ask the following questions leading
to the generalization of the lesson.
6. Introduce a task for the
Application of learning. This can be
an authentic task, a writing activity,
or a performance. The SLM’s “What
I Cain Do” can be used here.
Provide and explain the rubrics for
assessment.
*PERFORMANCE TASKS
Group Activity
7. If time permits, proceed with the
presentation/ submission of the
given task, otherwise give this as an
assignment for the following day.
5. Let learners share their
learning reflections for the week.
Let some pupils reflect or give
some insights on what they have
learned for the week.
6. Explain the Home-Based
Learning Activities for the
following week.
7. Share how other learning
materials, e.g., textbooks,
activity sheets, and authentic
reading materials (text and non-
understanding of the lesson and
in accomplishing certain learning
tasks.
-Use your math book or any
learning materials for your
advanced reading and studies
 regarding our lesson next week.
8. Process the priming activities and 8. Orient the students on how to
connect them with the current lesson go about the
-Summarize their answers learning/performance tasks and
and connect it to the current lesson expected outputs indicated in
(VERTEBRATES) their Weekly Learning Plan
(Home-Based Activities.

9. Explain the rubrics and other

criteria for assessing their
learning/ performance tasks and
outputs.
LEARNING LEARNING LEARNING LEARNING LEARNING
REMEDIATION REMEDIATION REMEDIATION REMEDIATION REMEDIATION
Remarks: Remarks: Remarks: Remarks: Remarks:
Grade 5 – RAMOS Grade 5 – RAMOS Grade 5 – RAMOS Grade 5 – RAMOS Grade 5 – RAMOS
5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0

______ pupils were present
___% of the pupils got 80%
mastery
____ of Learners who require
additional activities for remediation
___Lesson carried. Move on to
the next part of the lesson.
___Lesson not carried.
______ pupils were present
___% of the pupils got 80% mastery
____ of Learners who require
additional activities for remediation
___Lesson carried. Move on to the
next part of the lesson.
___Lesson not carried.
______ pupils were
present
___% of the pupils got 80%
mastery
____ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next part of the lesson.
___Lesson not carried.
______ pupils were present
___% of the pupils got 80%
mastery
____ of Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next part of the lesson.
___Lesson not carried.
______ pupils were
present
___% of the pupils got 80%
mastery
____ of Learners who require
additional activities for
remediation
___Lesson carried. Move on
to the next part of the lesson.
___Lesson not carried.