School: APUNG GUIDANG NEPOMUCENO ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: JEINEL C. GUIAO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 19 – 23, 2024 (WEEK 4) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
The learner demonstrates understanding of polygons
The learner is able to construct and describe polygons
Visualizes congruent polygons 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-22 Code: M5GE – IIId.23, Code: M5GE-IIId-23

At the end
of the
session,
learners
will be
able to:
Share the
ability to
protect
personal
and
private
informatio
n in
social
media.
At the end
of the
session,
learners
will be
able to:
Share the
ability to
 protect
personal
and
private
informatio
n in
social
media.
Learner’s will be able to share the
ability to protect personal and
private information in social
media.
II.CONTENT Visualizing Congruent Polygons Visualizing congruent polygons Visualizing and describing a circle Geometry
III.LEARNING RESOURCES

A.References Homeroom Guidance Program

1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
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
CG p. 61/ Lesson Guide in Elem. Math
Grade 5 pp. 358-362
Growing Up with Math 5 pp. 244-246
CG p. 61
Mathematics for Better Life, pp
DepEd Learning Portal, Math 5
Homeroom Guidance Quarter 3-
module 7:
https://www.youtube.com/
watch?v=x2YMyi7Ayi0
CG p. 61/ Mathematics for Better
Life ™5 pp.226-228
Mathematics for Better Life TX
pp234-236
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of
the new lesson
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.
2. Review
Guessing Game- What am I?
a. I am a 3-sided polygon with
congruent side.
b. I am a 4-sided polygon with
congruent sides.
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 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
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
cut-outs of polygons, activity sheets metacards, charts, protractor, circle- Models of plane figures with curved TV/Projector, powerpoint
power point presentation shaped objects edges, puzzle of different presentation, large pictures or
graphing paper, scissors pictures of circles, circular cutouts flashcards of social media apps,
journals or notebooks for each
student.
1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle Guess the logo!
Strategy: Guessing Game – What Am I Directions: Which of the following is The teacher uses pictures or real Show different logos of social
1. I am a 3-sided polygon with a circle. objects and let the pupils identify media sites and apps.
congruent side whether it is a circle or not
Ask learners to identify each.
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. Review
pair of parallel side.  Give examples of polygons Group the class into 3 groups. Give
5. I am a 3-sided polygon with two sides them activity card and let them
equal write
their answers on metacards.
Group I- Name five objects that
suggest a circle.
Group II- Why is a ball not an
example of a circle.
Group III- What differentiates a
circle from other plane figures
Look at our blackboards. Do they have the same size and shape? Is a circle a polygon? Why do you Strategy: Game (puzzle)
Look around the room. What objects have the same size and shape? think so? Mechanics:
1. Divide the class into four groups.
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
it wins the game.
4. Remind each pupil to be a good
sport when playing games
Materials: cut outs of polygons, ruler, Have the pupils observe the circles a. Strategy: Paper Folding Activity
protractor
Mechanics:
a. Group the pupils into 4’s.
below.
Take a look at each of the circles. Do
you find any line segment?
Mechanics:
1) Divide the class into 5 groups.
2) Give each group a piece of
Definition
b. Distribute envelopes with cut outs of
polygons, two of which are pair.
c. Let the pupils look for the pair of
circular cutout.
3) Let them fold it in half. (Focus the
pupils’ attention on the line
of terms.
polygons as shown below. Let them segment formed by the fold.
measure the sides and the angles. Let Introduce the term Diameter to

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.
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?
 Prese
name
the line segment.
4) After that, let them fold the
cutout such that the diameter is
nt
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
examples
of social
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?
media
What can you say on Line ED? How
will you the describe it? (so we
called it chord whose endpoints lie
sites/
on a circle.)
apps.
 Discu
ss how to
avoid
personal
informatio
n be used
wrongly
in social
media.
Share the
ability to
protect
personal
and
private
informatio
n in social
media:
 Proce
ssing
1. Why is
it
important
to protect
one’s
privacy?
2. How
do you
protect
your own
and
others’
privacy?
3. What
advice can
you give
other
children
who use
the
internet or
social
media?

 With
your use
of social
media or
the
internet,
there
is a need
for you to
be careful
to practice
personal
safety and
keep your
privacy at
all times.
Here is a
list of
do’s and
don’ts
when
you are
using
social
media. Put
a (/) mark
on the
statements
which are
necessary
for your
personal
safety and
privacy.
___ 1.
Post on
social
media that
there is no
one at
home
because
your
whole
family is
on
vacation.
___ 2.
Give your
home
address or
name of
your
school
to a new
Facebook
friend.
 Definition of terms
 Present examples of
social media sites/apps
 Discuss how to avoid
personal information be
used wrongly in social
media.
 Share the ability to
protect personal and
private information in
social media:
 Processing:
 1. Why is it important
to protect one’s
privacy?
2. How do you protect
your own and other’s
privacy?
3. What advice can you
give other children
who use the internet
or social media?
 With your use of social
media or the internet,
there is a need for you to
be careful to practice
personal safety and keep
your privacy at all times.
Here is a list of do’s and
don’ts when you are
using social media. Put a
(/) mark on the
statements which are
necessary for your
personal safety and
privacy.
____1. Post on social media that
there is no one at home because
your whole family is on vacation.
____2. Give your home address or
name of your school to a new
facebook friend.
____3. Meet the person alone you
have just met online.
____4. Share personal details to all
unknown individuals or strangers
you just accepted as a friends
online.
____5. Share valuable possessions
like expensive jewelry, cash,
gadgets online to show that you
have it.
____6. Share your social media
account’s password to all your
friends.
____7. Keep everyone updated of

D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing Mastery
Teacher then processed the output
done by each group.
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
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
d. Let the pupils compare the figures
they cut.
e. What can you say about their 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?
Presentation of each group
Directions: Identify the figure in Figure I
that is congruent in Figure II
Figure I Figure II
1. Quadrilateral FBEF __________
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
circle. A protractor is
an instrument that is used to draw
circles with different radii.
We can also trace a circle from other
objects with a shape of
a circle.
Strategy: Thinking Skills
Analyze the following figures. What
are they?
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:
________,________,________
8. Name the chords:
_________,_________.
Presentation of each group
Directions: Use circle O at the right
to identify each line segment as
a radius, a diameter and a chord.
all your whereabouts so they will
know what is happening to your
life.
____8. Go to websites and give
personal details to have access to
the site.
____9. Send pictures to someone
you don’t know online.
____10. Don’t tell your parents if
you receive unkind and mean
messages on the internet.
Things to remember:
1. Whatever posted in the
social media is final.
2. Personal conflicts should
be addressed personally.
3. Never let your private
information out on social
media.
4. Think before you click.
Have privacy in your life.
 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

G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
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
1. Look at the things inside the
classroom and identify the congruent
sides or faces.
a. books b. tables c . chalkboard
d. wall e. cabinets
2. Find pair of figure in your classroom
that shows congruency
Lead the pupils to generalize 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
Evaluating Learning
Write the letter of the figure that is
congruent to the first figure.
Using the circles and Directions: Form five groups. Let Ask the learners to write on their
different shapes given to your group, each group draw their own circle. journal the experiences they have
create a new figure from it. Post your Have them illustrate a radius, in using. Social media apps and
work and explain what you have diameter and a chord. Give
how to handle each situation using
formed them time to do this. Each group
the knowledge they have learned.
will present their output
What is a circle? How will you identify the radius,
diameter, chord and center of a
circle?
Directions: Draw objects that can be found inside and outside Directions: Refer to the circles
the below to answer the following
classroom that has a shape of a circle. Label the object you have 1. Name the diameters and radii in
drawn the circle.
2. Which line segments in the circle
are chords

J.additional activities for application or
remediation
Directions: Draw 2 congruent figures Directions:
of the following polygons. Certain artists, such as Pablo Picasso,
1. Trapezoid created paintings and drawings using a
2. Octagon style called “cubism.” Cubism is an
3. Pentagon abstract style where the artist arranges
4. Isosceles triangle cubes and other geometric forms in
5. Decagon their work. A cubist painting could
contain shapes like those below.
Directions: Name 5 things found in Directions: Have the pupils work in
your home that has a shape of a pairs. They will each fold a
circle circle to show 4 diameters and
name the diameters
and the radii formed. Have them
explain what part of
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

PREPARED BY: REVIEWED BY: NOTED BY:

JEINEL C. GUIAO NERIZZA S. CATACUTAN ELIZER Y. CALMA

Teacher I Master Teacher I Principal I