School: Cabangcalan Elementary School Grade Level: V

GRADES 1 to 12 Teacher: Marivic B. Dy Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and FEBRUARY 12 – 16, 2024 (WEEK 3)
Time: 1:00 – 1:50 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
III.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
12 13 14 15 16
The learners Demonstrates understanding percent
The learner is able to apply percent in mathematical problems and real-life situations
Visualizes, name and describes Describes polygons with 5 or more Describes and compares properties Draws polygons with 5 or more CATCH – UP FRIDAY
polygons with 5 or more sides. sides of polygons ( regular and irregular sides
M5GE-IIIc19 Code: M5GE-IIIc-19 polygons Code: M5GE-IIIc-21
.M5GE-IIIc-20
Visualizing, Naming and Describing Visualizing, Naming and Describing Describing and Comparing Properties Drawing polygons with 5 or more
Polygons with 5 or Polygons with 5 or of Polygons sides
More Sided Polygons More Sided Polygons ( Regular and Irregular Polygons )
CG p.61 CG p.61 CG p.61 CG p.61
Growing Up with Math 5, p. 215 21st Century Mathematics 5,
pages 293-297
DepEd Learning Portal Math 5 – DLP Grade4 Module 72
Module 46: Drawing 5 or more- sided
polygon (7267
cut-outs, geoboard Cutouts, drawings, real objects Cut-outs, powerpoint Metacards, PowerPoint
presentation, cutouts
Korek ka ba dyan? 1. Drill Checking of assignments 1. Review
Mechanics: Directions: Identify the different Identify the different geometric Strategy: Think Pair Share
a. Group the pupils into 4’s. geometric figures figures Game: What am I?
b. Distribute envelopes with (see DLP) 1. I am a 3-sided polygon with
geometric figure to each group such as Look at our blackboards congruent sides.
drawings of parallel lines, intersecting Do they have the same size and 2. I have one pair of parallel
lines, ray, line segment, perpendicular shape sides.
lines. Look around the room. 3. All my sides are congruent and
c. As the teacher flashes the What objects have the same size and no right angles.
words, the pupils will get from the shape? 4. I am a 3-sided polygon with 2
envelope the geometric figures and congruent sides.
put it on the board assigned for the 5. My 4 sides are equal. All my
groups. sides are right angles.
“What am I” – kinds of angles The teacher shows different cutouts Game : What am I? The teacher shows different
The teacher flashes a card and real objects. 1. I am a 3-sided polygon pictures or real objects like:
with the following questions. Let it be What do you see class? with congruent sides. (equilateral What do you see in the first
answered by the pupils. How many sides are there in the triangle) picture? Second? Third?
a. I measure less than 90°. picture? 2. I have one pair of How many sides are there in the

C.Presenting Examples/ instances of the
new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
b. I measure 110°
c. I measure 18°
d. I measure 90°
e. I measure more than 90°
but less than 180°
Using the laptop let the pupils draw Strategy: Geoboard Game (Looking for
different polygons Pattern)
Materials: geoboard, rubber band
The teacher uses geoboard in
presenting the lesson
How many sides are there in the
polygon shown in the geoboard
What do you call a polygon with 5
sides? 6 sides/ 7 sides? Etc.
Let the pupils show 5,6,7,etc sided
polygon using the geoboard and let
them identify it.
What kinds of polygons were made? Strategy: Activity Work
How did you say that it is a polygon? Materials: cutouts of 5-12 sided
Etc. polygons
Mechanics:
a. Group the pupils into four.
Page536
b. She or he distributes cutouts placed
in an envelope.
c. Let the pupils paste the cutouts
intended for the different column as
shown below
Cutout # of sides Name of
polygon
Present these figures using a Directions: Draw the following
geoboard polygons.
1. Heptagon
parallel sides. ( trapezoid) pictures?
3. All my 4 sides are
congruent and no right angles. (
rhombus)
d. I am a 3- sided polygon
with 2 congruent sides ( Isosceles
triangle )
e. My 4 sides are equal. All
my sides form right angles. (square)
Present these figures Approach: Constructivism
Strategy: Direct Instruction
Activity: TGA
Materials: geoboard, rubber band
Tell: The teacher tells that they
will use geoboard in presenting
the
lesson.
Guide: Using geoboard, pupils
will be instructed to make
different
polygons.
Act: Let them show 4,5,6,7, etc.
sided polygons.
a. Group the pupils into four. How many sides are there in the
b. She or he distributes polygon shown in the geoboard?
cutouts placed in an envelope. What do you call a polygon with 5
c. Let the pupils paste the sides? 6 sides? 7 sides? etc.
cutouts intended for the different Let them draw 5-12 sided
column as shown below. polygon?
Cutou Numb Nam Lengt
t er of e of h of
sides poly each
gon side
(same
or not
same)
6
sides
Call a leader to report for the Strategy: Working in Pair
group. Directions: Draw the following:
Ask. What are the different kinds of 1. Heptagon

How many sides are there in the
polygon shown in the geoboard?
What do you call a polygon
with 5 sides? 6 sides? 7 sides? Etc?
Let the pupils show 5, 6, 7,
etc. sided polygon using the geoboard
and identify it.
F.Developing Mastery Material : cut-outs of 5-12 sided
polygons.
Mechanics :
a. Group the pupils into four.
b. She or he distributes
cutouts placed in an envelope.
c. Let the pupils paste the
cutouts intended for the different
column as shown below.
2. Pentagon
3. Hexagon
4. Parallelogram
5. Decagon
Directions: Group the class into 3. Let
each group perform the
activity written on the activity sheet.
Group I- On an Illustration board, make
models of different polygons.
Group II- Using bamboo sticks or plastic
straws, make models
Group III- Complete each statement.
a) Dodecagon has _______ angles.
b) A nonagon has ________ vertices.
c) An octagon has ________ angles.
d) A decagon has ______ vertices.
After the activity, each will group will
present their output
polygon?
What is a regular polygon?
Irregular polygon?
Compare the charts of a regular and
irregular polygons
Discuss the presentation under
Explore and Discover on page ___,
LM Math Grade 5. Let the pupils do
the activity under Get Moving on
page ___, LM Grade 5. Check the
pupil’s work.
Page551
2. Hexagon
3. Octagon
4. Nonagon
Approach: Constructivism
Strategy: Activity based using 3
A’s
Group I. Act
Using bamboo sticks or plastic
straw ( to be provided by the
teacher) make models of the 5-12
sided polygons. Use string or
rubber bands to connect them.
Group II. Analyze
Ceramic jars are some of the
most common decorative items
found in many Filipino Houses.
Can you identify the type of
polygons shown in the decorative
jar? Draw them.
Group III. Apply
Directions: Paste the cutouts of
different polygons intended for
the different columns. (Teacher

G.Finding Parctical application of
concepts and skills in daily living
H. Making generalization and
abstraction about the lesson
IV. Evaluating learning
V. Additional activities for application
or remediation
Call a leader to report for the group.
Ask. What are the different kinds of
polygon?
How are they identified?
Present the chart of the different
kinds of polygon
What are polygons?
How are they classified?
Name the figure below.
Cut out different polygons and create
a figure out of it
Re[porting by group
What do you call a polygon with 5-
sides? Polygon with 6 sides? Etc
Encircle the polygons. Explain why the
others are not polygons
will provide cutouts placed inside
the envelope and the table
needed by the group).
Cutout
Number of sides
Name of Polygon
5 sides
6 sides
11 sides
9 sides
Name the figure below. Tell Reporting by group
whether it is congruent or not
: What are polygons? What do you call a polygon with 5
How are they classified? sides? 6 sides? etc.
Differentiate regular from
irregular polygons
Name each polygon by the the Directions: Draw the following
number of its sides. Tell whether it is polygon.
regular or not regular 1. Octagon
2. Nonagon
3. Heptagon
4. Decagon
5. Hexagon
let them answer Keep Moving on Directions: Name some objects in
page _____, LM Grade 5. your house, in school, in your
surroundings which are 5-12
sided polygons. Be able to draw
them on a clean
 bond paper
REMARKS
REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?

Prepared by:

MARIVIC B. DY
Noted: Teacher I

MARY ANN M. PERIAS

Principal II
 School: Cabangcalan Elementary School Grade Level: V
GRADES 1 to 12 Teacher: Marivic B. Dy Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and FEBRUARY 19 – 23, 2024 (WEEK 4)
Time: 1:00 – 1:50 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
III.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
19
The learner demonstrates understanding of polygons
The learner is able to construct and describe polygons
Visualizes congruent polygons
Code: M5GE-IIId-22,
Visualizing Congruent Polygons
CG p. 61/Lesson Guide in Elem. Math
Gr. 5 pp. 358-362
Mathematics for Better Life 5, p.350
BEAM LG Gr. 5 Geometry
Charts, flash cards, graphing paper,
cutouts of different polygons
1. Drill
Climbing the ladder
Mechanics
a. The teacher group the pupils into 2
– boys and girls.
b. He or she flashes the geometrical
figures written on the flash cards and
let it be identified by the pupils.
c. The pupils who answer the question
will step one ladder up. The first group
to reach the top is the winner.
Ask: Look at our blackboards. Do they
have the same size and
Shape? Look around the room. What
objects have the same
shape and size?
Values Integration
Ask some pupils to relate their
experiences. Lead them to
20 21 22 23
Visualizes congruent polygons Visualizes and describes a circle Identify the terms related to a circle CATCH – UP FRIDAY
Code: M5GE- IIId-22 Code: M5GE – IIId.23, Code: M5GE-IIId-23
Visualizing congruent polygons Visualizing and describing a circle Geometry
CG p. 61/ Lesson Guide in Elem. Math CG p. 61 CG p. 61/ Mathematics for Better
Grade 5 pp. 358-362 Life ™5 pp.226-228
Growing Up with Math 5 pp. 244-246 Mathematics for Better Life, pp Mathematics for Better Life TX
pp234-236
DepEd Learning Portal, Math 5
cut-outs of polygons, activity sheets metacards, charts, protractor, circle- Models of plane figures with curved
power point presentation shaped objects edges, puzzle of different
graphing paper, scissors pictures of circles, circular cutouts
1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle
Strategy: Guessing Game – What Am I Directions: Which of the following is The teacher uses pictures or real
1. I am a 3-sided polygon with a circle. objects and let the pupils identify
congruent side whether it is a circle or not
2. I am 4-sided polygon with congruent Directions: Clap your hands twice if
sides the object is a circle and stamp your
3. I have nine sides 2. Review feet thrice if it is not
4. I am a four- sided polygon with one What is a polygon? 2
pair of parallel side. Give examples of polygons
5. I am a 3-sided polygon with two sides
equal
Look at our blackboards. Do they have the same size and Is a circle a polygon? Why do you Strategy: Game (puzzle)
shape? think so? Mechanics:
Look around the room. What objects have the same size 1. Divide the class into four groups.
and shape? 2. Group Leaders will pick or get the
envelope containing parts of puzzle.
3. Give them 1 minute to form the
puzzle. And the first group to
complete

C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
the discussion that will develop their
willingness to do
the assigned tasks.
Strategy: Looking for the correct pair
Materials: cutouts of polygons, ruler,
protractor and identify them
Mechanics:
a. Group the pupils into 4’s.
b. Distribute envelopes with cutouts of
polygons, two of which are
pair.
c. Instruct the pupils to look for the
pair of the polygons as shown
below. Let them measure the sides
and the angles. Let them
paste the polygons in pair on manila
paper
d. Ask the pupils. What can you say
about the sides of each pair
of polygons? What can you say about
the shape? What
Can you say about the angles?
e. Let the pupils draw congruent
polygons and identify them.
Teacher then processed the output
done by each group.
Materials: cut outs of polygons, ruler,
protractor
Mechanics:
a. Group the pupils into 4’s.
b. Distribute envelopes with cut outs of
polygons, two of which are pair.
c. Let the pupils look for the pair of
polygons as shown below. Let them
measure the sides and the angles. Let
them paste the polygons in pair on
a manila paper
What can you say about the sides of
each pair of polygons?
What can you say about the shape?
What can you say about the angles?
Mechanics:
a. Group the pupils into 4 groups
b. Let them bring out their ruler and
graphing paper
c. Instruct the pupils to draw different
polygons using the graphing paper.
Draw one pair of polygons with the
same size and shape
Group 1- three-sided polygons like
equilateral, isosceles
and scalene
Group 2- four-sided polygons
Group 3- five to seven-sided polygons
Group 4- eight to ten-sided polygons
Have the pupils observe the circles
below.
Take a look at each of the circles. Do
you find any line segment?
Strategy: Direct Instruction
A circle is a simple closed curved. It
is composed of a set of points
equidistant from a fixed point called
the center of the circle.
In the illustration point O is found
at the center of the circle.
A circle is named by its center. This
circle is called circle O.
Segment OA is a radius. Radius is a
line segment from the center
to any point on the circle. A radius is
half of a diameter.
We can use a protractor to draw a
it wins the game.
4. Remind each pupil to be a good
sport when playing games
a. Strategy: Paper Folding Activity
Mechanics:
1) Divide the class into 5 groups.
2) Give each group a piece of
circular cutout.
3) 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.
4) After that, let them fold the
cutout 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?
5) Using a marker, let them mark
the center of the circle. (Specify that
a center named the circle.
b. Present another circle
cutout/picture like shown below
Look at the circle that is posted. Can
you give the lines in a circles?
How do we name this circle?
What can you say on Line ED? How
will you the describe it? (so we
called it chord whose endpoints lie
on a circle.)
Directions: Group the class into
four. Use the illustrated circle at the
right in answering the items in the
activity.
1. The circle is named as ________.
2. OT is a _________.
3. OE is a _________.
4. HE is a _________.
5. The center of the circle is
________.
6. Name 3 radii:
_______,_______,_______.
7. Name 2 diameters:
________,________,________

E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
IV. Evaluating learning
a. How do you find the activity?
b. When do you say that two polygons
are congruent?
c. What other strategies will you use
to help you find that
two or more polygons are congruent?
Directions: Look at the figures. Which
of them appears to be congruent?
Name
the pairs
Directions: Look at the things inside
the classroom and identify
the congruent sides or faces.
a. books d. tables
b. chalkboard e. walls
c. cabinets
When do you say that two polygons
are congruent?
Directions: Check the letter of the
figure that is congruent to the first
figure
d. Let the pupils compare the figures circle. A protractor is 8. Name the chords:
they cut. an instrument that is used to draw _________,_________.
e. What can you say about their size circles with different radii.
and shape? We can also trace a circle from other
f. Guide the pupils to answer that the objects with a shape of
pair of plane figure with exactly a circle.
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?
Presentation of each group Presentation of each group
Directions: Identify the figure in Figure I Strategy: Thinking Skills
that is congruent in Figure II Analyze the following figures. What Directions: Use circle O at the right
Figure I Figure II are they? to identify each line segment as
1. Quadrilateral FBEF __________ a radius, a diameter and a chord.
2. Triangle CBE __________ 1. Line AC
3. Triangle GCH __________ 2. Line OA
4. Quadrilateral ACGF __________ 3. Line FM
5. Triangle CDE __________ 4. Line OD
6. Triangle ABF __________ 5. Line OC
7. Segment FH __________ 6. Line OF
8. Segment BC __________ 7. Line AB
9. Angle DCE __________ 8. Line DC
10 Triangle CDB
1. Look at the things inside the Using the circles and Directions: Form five groups. Let
classroom and identify the congruent different shapes given to your group, each group draw their own circle.
sides or faces. create a new figure from it. Post your Have them illustrate a radius,
a. books b. tables c . chalkboard work and explain what you have diameter and a chord. Give
d. wall e. cabinets formed them time to do this. Each group
2. Find pair of figure in your classroom will present their output
that shows congruency
Lead the pupils to generalize that two What is a circle? How will you identify the radius,
polygons are congruent if: diameter, chord and center of a
a. Both have the same shape and size. circle?
b. Tracing of one fits the other.
c. Their corresponding angles and sides
are congruent
Evaluating Learning Directions: Draw objects that can be found inside and Directions: Refer to the circles
Write the letter of the figure that is outside the below to answer the following
congruent to the first figure. classroom that has a shape of a circle. Label the object 1. Name the diameters and radii in
you have drawn the circle.
2. Which line segments in the circle
 are chords

V. Additional activities for application Directions: Draw 2 congruent figures Directions: Directions: Name 5 things found in Directions: Have the pupils work in
or remediation of the following polygons. Certain artists, such as Pablo Picasso, your home that has a shape of a pairs. They will each fold a
1. Trapezoid created paintings and drawings using a circle circle to show 4 diameters and
2. Octagon style called “cubism.” Cubism is an name the diameters
3. Pentagon abstract style where the artist arranges and the radii formed. Have them
4. Isosceles triangle cubes and other geometric forms in explain what part of
5. Decagon their work. A cubist painting could each diameter a radius is.
contain shapes like those below. Enrichment
REMARKS
REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require
additional activities for remediation
C.Did the remedial 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
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?

Prepared by:

MARIVIC B. DY
Noted: Teacher I

MARY ANN M. PERIAS

Principal II