School: SOUTH 1-A CENTRAL SCHOOL Grade Level: V

GRADE 5 Teacher: ANTHONETTE LLYN JOICE B. BURGOS MATH

Learning Area:
DAILY LESSON LOG Teaching Dates and Time: APRIL 1-5,2024 (WEEK 1) Quarter: 4TH Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Identify the diameter and radius of the circle
A. Content Standards demonstrates understanding of area, volume and temperature.

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

C. Learning visualizes area of a circle. Derives a formula in finding the derives a formula in finding the area Identifies the base, percentage, CATCH- UP FRIDAY
Competencies/Objectives area of a circle of a circle . and rate in the problem.
Write the LC code for each Identify the diameter and radius of the Illustrates circle with M5NS-IIIa-138 Morning: DEAR
circle different orientation M5ME-IVa-73
Illustrates circle with different radii Find enjoyment in doing Afternoon: Values
Find enjoyment in doing the activity the activity Education, Health
M5ME-IVa-72 /Page 63 of 109 M5ME-IVa-73/Page 63 of 109 Education, Peace
Education, and
Homeroom Guidance
Program
II. CONTENT •Visualizing the area of a circle •Deriving a formula in finding •Deriving a formula in finding the •Define percentage, rate or
•Knowledge about measuring the area of a circle area of a circle percent and base.
instrument •Knowledge about measuring •Knowledge about measuring
instrument instrument

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Curriculum Guide (M5NS-IIIa- K to 12 Curriculum Guide (M5NS-
138) Lesson Guide in Mathematics 5 IIIa-138) Lesson Guide in
pp. 417 Lesson Guide in Math 6 p Mathematics 5 pp. 417 Lesson
311 Guide in Math 6 p 311
2. Learner’s Material pages BEAM LG Gr. 5 Module 14 - DLP Gr. 5 Module 49
Area  BEAM LG Gr. 5 Module 14
– Area
 Lesson Guide in Elem.
Math Gr. 5 p.382
 MISOSA Gr. 5 Module –
Area of a Circle
3. Textbook pages XL Excelling in Mathematics 5 XL Excelling in Mathematics 5 XL Excelling in Mathematics 5
Mathematics 5 &6 Lesson
Mathematics 5 &6 Lesson Guides Mathematics 5 &6 Lesson Guides
Guides
http://www.slideshare.net/
 GradeSix1/lp-circle Code: M5ME –IVa 73
M5ME –Iva 72

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning chart, ruler, real circle objects, pencil, A large, heavy-paper or 5 pieces of hundred square grid
Resources compass cardboard circle, about 12" in cardboard and crayons
diameter, scissors, rulers,
colored markers or
crayons
IV. PROCEDURES
A. Reviewing previous Have a review on solving problems 2.Review Drill on percent
lesson or presenting the Have a review about the parts of Parade of Colors
involving circumference of a circle.
new lesson the circle. Materials: 5 pieces of hundred
Review the formula, give examples, square grid cardboard and
crayons
and then give exercises for the pupils
Mechanics:
to do. a. Divide the class into 5 groups.
b. Distribute cardboards, one of
each group.
c. Let pupils shade different
portions with different colors.
Example: green-12%, yellow-
25%, blue- 20% red -35% indicate
the % for the
unshaded part.
d. The first group to present work
accurately done wins the game.

B. Establishing a purpose
for the lesson
Ask the pupils Is a circle a polygon?
Why? and why not?
Ask the pupils If the shape of the Motivation:
circle can be parallelogram Action Song (Body Exercise)
Tune: Are you Sleeping
Title: Fraction to Percent

(One-fourth) 4x (Twenty-five) 2x
(One-fourth change to percent)
2x
(Twenty-five percent) 2x

One-half = 50%
One-fifth = 20%

C. Presenting 1.Presentation
examples/instances of
A.Have the pupils observe the circles
the new lesson
below
Take a look at each of the circles. Do
you find any line segments?
A circle is a plane closed figure. That is
not made out of line segments so, it is
not a polygon. A circle is named by its
center.
D. Discussing new 2.Performing the Activities
concepts and practicing Group Activity
new skills #1 Divide the class into five groups.
Distribute the cue card and let them
answer the cards. Let them discuss.
Use circle cero to complete the
following statements:
1.The distance from point O to point F
is __________.
2.The distance from point O to point
M is __________.
3.The distance from point O to point G
is __________.
4.If point G, O and F lie on one line,
the distance from point G to F is
_______.
B.Have the pupils observed the circle.
Introduce the Radius and Diameter of
a circle. Show examples of radius that
are connected to the tangent and
Three-fourths = 75%
Two-fifths = 40%
Present a parallelogram. Present group activity
Acting Out: My Favorite Fruit
1.Discuss with students practical Mechanics;
applications for finding the area
1. Divide the class into 8 groups.
of a circle. Explain the problems
associated with partitioning a 2. Teacher will presents a
circle into unit squares to find its
question: If you were to choose
area. Elicit suggestions on how
the area might be determined. which fruits would you like to eat
2.Pass out the paper circles,
everyday?
scissors, rulers and colored
markers or crayons. 3. Each group decides on their
3.Have students draw a diameter
favourite fruit among the fruits
(it does not need to be exact),
and use two different colors to posted on the board.
fill in the resulting semicircles.
4. Teacher request the 8 group
4. Instruct students to cut
the circle in half along the leaders to stand at the back of
diameter. Then have them cut
the classroom.
each of the resulting semicircles
in half again. There are now a 5. As the teacher gives the signal,
total of four pieces, two of each
the leaders go to the fruit the
color.
5. Ask students to assemble the fruit chose.
four pieces, alternating colors, so
6. The teacher ask the leaders to
that they form a shape which
resembles a parallelogram
 from a center. Use compass in drawing
a circle.
E. Discussing new Group Activity
concepts and practicing
Divide the class into five groups.
new skills #2
Distribute the cue card and let them
answer the cards. Let them discuss.
Use circle cero to complete the
following statements:
The distance from point O to point F is
__________.
The distance from point O to point M
is __________.
The distance from point O to point G is
__________.
If point G, O and F lie on one line, the
distance from point G to F is _______.
1. The distance from point O to
point F is __________.
2. The distance from point O to
point M is __________.
3. The distance from point O to
point G is __________.
4. If point G, O and F lie on one
line, the distance from point G to F is
_______.
B. Have the pupils observed the
2.Performing the Activities
Group Activity. Divide the class
into three groups. Distribute the
activity card and let them follow
the direction written in the
activity card.
Group A.Have students cut each
of the sectors in half, once more,
resulting in a total of 8 equal
sectors, four of each color. Ask
students to assemble the eight
pieces, alternating colors, so that
they form a shape which
resembles a parallelogram.
Group B. Have students cut each
of the sectors in half, once more,
resulting in a total of 16 equal
sectors, eight of each color. Ask
students to assemble the sixteen
pieces, alternating colors, so that
they form a shape which
resembles a parallelogram.
Group C. Solicit suggestions as to
how to make the shape even
explain their choices.
7. Let the pupils form the ratios
for each fruit chosen: number of
groups who chose the fruit
To the total number of groups.
8. Convert the ratios to fractions
then to percent.
Discussion
a. How many group are
there? 8
b. How many chose
apple? 6
c. How do we write it
in percent? 75%
Say: We can write:
75% of 8 = 6
We deal with the three
elements: rate, base and
percentage:
75% of 8= 6
Rate Base Percentage
The relationship among the three
is:
R x B = p or P = R x B
75% is the rate. The number
written with the word “percent”
or with the symbol “%”
It can be expressed as a
ratio of fraction .
8 is called the base. The total or
whole and it is the number that
usually follows the phrase
“percent of” or “% of”.
6 is called percentage. It is the
part of the whole.
We can also use the Techan’s
Triangle to identify rate, base and
percentage.
circle. Introduce the Radius and
Diameter of a circle. Show examples of
radius that are connected to the
tangent and from a center. Use
compass in drawing a circle.
more like parallelogram. (This
can be achieved by cutting each
of the sectors in half over and
over again). Note: Do not allow
students to create more than 16
sectors since they can become
unmanageable.
75% 8
Explain the following points.
• This is very close to a
parallelogram! You can see that
the top and bottom are still not
perfectly straight … they are
definitely a little bumpy. Can
you visualize what would happen
if we kept going? If we
continued to break the circle up
into thinner and thinner sectors,
eventually, the bumps would
become so small that we
couldn’t see them, and the top
and bottom of the shape would
appear perfectly straight.
• Now we can use the
area formula for a parallelogram
to help us find the area of the
circle.
• (A=b⋅h) The next
question is, “How long are the
base and height of the
parallelogram we made from the
circle parts?”
• The original circle’s
outside perimeter was the
distance around, or the
circumference of the circle:
C=2⋅ π ⋅r
• Half of this distance
around goes on the top of the
parallelogram and the other half
 of the circle goes on the bottom.
This is known as the base of the
parallelogram.
• The height of the
parallelogram is just the radius of
the original circle.
• Now let’s substitute the
information into the formula for
the parallelogram.

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
After the presentations of each group, 3.Processing the Activities
After the presentations of each
ask: how did you find the activity? Did
group, ask: how did you find the
you able to visualize the area of the activity? Did you able to derive a
formula in finding the area of the
circle? What value is developed in
circle? What value is developed in
performing the activity? performing the activity?
Expected Answers:
Expected Answers:
• A little bit confusing
A little bit confusing • Yes by listening to the
teacher explanation
Yes by listening to the teacher
• Enjoyment and Cooperation
explanation
Enjoyment and Cooperation
Ask the pupils to answer the activity 4.Reinforcing the Concept and Skill
Ask the pupils to answer the activity
under Get Moving on page ___ LM
under Get Moving on page ___ LM
Math Grade V. Ask them also to Math Grade V. Ask them also to
answer the activity under Keep
answer the activity under Keep
Moving on page ____ LM Math
Performing the Activities
A. Using flashcards. Identify the
rate, base and percentage.
B. Have the pupils work in group.
The teacher gives problem
statements wherein the pupils
Identify the rate, base and
percentage:
Group 1:
Paolo listen very well to the
teacher during the discussion of
the lesson. When they were given
a 5-itm test he got 4 correct
answer. He has a grade of 80%.
Group 2:
There are 40 pupils in a class.
Seventy-five percent of them are
present. 30 pupils are present
Group 3:
Monique invited 300 kids to her
party. Only 15% of the kids did
not showed up.Forty-five kids did
not attend the party.
Group 4:
Shiela got 90% of a 20-item test
in Science. She answers 18 item
correctly.

H. Making generalizations
and abstractions about
the lesson
Moving on page ____ LM Math Grade Grade V.
Applying to New and Other
V.
Situations
Have the pupils do the exercises
under Apply your Skills on page
_____ LM Math Grade
A circle is a set of all points in a plane Lead the pupils to give the following
that are at fixed distance from a point
called center.
A radius is a line segment from the
center to a point on the circle.
A diameter is a line segment which
passes through the center of a circle
whose endpoints are on the circle.
The length of radius is one half the
length of a diameter of a circle.
A compass is an instrument used to
draw circles.
generalization.

I. Evaluating learning Use a real compass or an improvised Do another guided activity. Let them
one to draw circle with these given make their own circle, cut it out into
radii. parallelogram and try to find the
1 cm area of a circle.
1.5 cm
2.5 cm
6 cm
5 cm

J. Additional activities for Provide exercises similar to those Find another polygon that can be
application or
given in the lesson. If the problem is derive in finding the area of a
remediation
on the mastery of the area of a circle. triangle.

V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move
earned 80% in the objective. next objective. objective. next objective. on to the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got
mastery mastery 80% mastery
B. No. of learners who ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
require additional answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering
activities for ___Pupils found difficulties in answering ___Pupils found difficulties in ___Pupils found difficulties in answering ___Pupils found difficulties in their lesson.
their lesson. answering their lesson. their lesson. answering their lesson. ___Pupils found difficulties
remediation who scored
___Pupils did not enjoy the lesson because ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson in answering their lesson.
below 80%
of lack of knowledge, skills and interest because of lack of knowledge, skills because of lack of knowledge, skills and because of lack of knowledge, skills ___Pupils did not enjoy
about the lesson. and interest about the lesson. interest about the lesson. and interest about the lesson. the lesson because of lack
___Pupils were interested on the lesson, ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the of knowledge, skills and
despite of some difficulties encountered lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties interest about the lesson.
in answering the questions asked by the encountered in answering the encountered in answering the questions encountered in answering the ___Pupils were interested
teacher. questions asked by the teacher. asked by the teacher. questions asked by the teacher. on the lesson, despite of
___Pupils mastered the lesson despite of ___Pupils mastered the lesson ___Pupils mastered the lesson despite of ___Pupils mastered the lesson some difficulties
limited resources used by the teacher. despite of limited resources used by limited resources used by the teacher. despite of limited resources used by encountered in answering
___Majority of the pupils finished their the teacher. ___Majority of the pupils finished their the teacher. the questions asked by the
work on time. ___Majority of the pupils finished work on time. ___Majority of the pupils finished teacher.
___Some pupils did not finish their work their work on time. ___Some pupils did not finish their work their work on time. ___Pupils mastered the
on time due to unnecessary behavior. ___Some pupils did not finish their on time due to unnecessary behavior. ___Some pupils did not finish their lesson despite of limited
work on time due to unnecessary work on time due to unnecessary resources used by the
behavior. behavior. 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 ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who
work? No. of learners above above earned 80% above
who have caught up
with the lesson
D. No. of learners who ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who
continue to require activities for remediation additional activities for remediation activities for remediation additional activities for remediation require additional
remediation activities for remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who
Why did these work? lesson lesson lesson caught up the lesson
F. What difficulties did I ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who
encounter which my remediation require remediation remediation require remediation continue to require
principal or supervisor remediation
 can help me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
use/discover which I Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note ___Metacognitive
wish to share with other and studying techniques, and vocabulary taking and studying techniques, and and studying techniques, and vocabulary taking and studying techniques, and Development: Examples:
teachers? assignments. vocabulary assignments. assignments. vocabulary assignments. Self assessments, note
___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think-pair- taking and studying
quick-writes, and anticipatory charts. share, quick-writes, and anticipatory quick-writes, and anticipatory charts. share, quick-writes, and anticipatory techniques, and
charts. charts. vocabulary assignments.
___Schema-Building: Examples: Compare ___Schema-Building: Examples:
and contrast, jigsaw learning, peer ___Schema-Building: Examples: Compare and contrast, jigsaw learning, ___Schema-Building: Examples: ___Bridging: Examples:
teaching, and projects. Compare and contrast, jigsaw peer teaching, and projects. Compare and contrast, jigsaw Think-pair-share, quick-
learning, peer teaching, and learning, peer teaching, and projects. writes, and anticipatory
___Contextualization: ___Contextualization:
projects. charts.
Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
___Contextualization: ___Schema-Building:
manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media,
Examples: Compare and
opportunities. Examples: Demonstrations, media, opportunities. manipulatives, repetition, and local contrast, jigsaw learning,
___Text Representation: manipulatives, repetition, and local ___Text Representation: opportunities. peer teaching, and
opportunities. ___Text Representation: projects.
Examples: Student created drawings, Examples: Student created drawings,
videos, and games. ___Text Representation: videos, and games. Examples: Student created drawings, ___Contextualization:
___Modeling: Examples: Speaking slowly Examples: Student created ___Modeling: Examples: Speaking slowly videos, and games. Examples:
and clearly, modeling the language you drawings, videos, and games. and clearly, modeling the language you ___Modeling: Examples: Speaking Demonstrations, media,
want students to use, and providing ___Modeling: Examples: Speaking want students to use, and providing slowly and clearly, modeling the manipulatives, repetition,
samples of student work. slowly and clearly, modeling the samples of student work. language you want students to use, and local opportunities.
language you want students to use, and providing samples of student ___Text Representation:
Other Techniques and Strategies used: and providing samples of student Other Techniques and Strategies used: work.
___ Explicit Teaching work. ___ Explicit Teaching Examples: Student created
___ Group collaboration ___ Group collaboration Other Techniques and Strategies drawings, videos, and
___Gamification/Learning throuh play Other Techniques and Strategies ___Gamification/Learning throuh play used: games.
___ Answering preliminary used: ___ Answering preliminary ___ Explicit Teaching ___Modeling: Examples:
activities/exercises ___ Explicit Teaching activities/exercises ___ Group collaboration Speaking slowly and
___ Carousel ___ Group collaboration ___ Carousel ___Gamification/Learning throuh clearly, modeling the
___ Diads ___Gamification/Learning throuh ___ Diads play language you want
___ Differentiated Instruction play ___ Differentiated Instruction ___ Answering preliminary students to use, and
___ Role Playing/Drama ___ Answering preliminary ___ Role Playing/Drama activities/exercises providing samples of
___ Discovery Method activities/exercises ___ Discovery Method ___ Carousel student work.
___ Lecture Method ___ Carousel ___ Lecture Method ___ Diads
Why? ___ Diads Why? ___ Differentiated Instruction Other Techniques and
___ Complete IMs ___ Differentiated Instruction ___ Complete IMs ___ Role Playing/Drama Strategies used:
___ Availability of Materials ___ Role Playing/Drama ___ Availability of Materials ___ Discovery Method ___ Explicit Teaching
___ Pupils’ eagerness to learn ___ Discovery Method ___ Pupils’ eagerness to learn ___ Lecture Method ___ Group collaboration
___ Group member’s ___ Lecture Method ___ Group member’s Why? ___Gamification/Learning
collaboration/cooperation Why? collaboration/cooperation ___ Complete IMs throuh play
in doing their tasks ___ Complete IMs in doing their tasks ___ Availability of Materials ___ Answering preliminary
___ Audio Visual Presentation ___ Availability of Materials ___ Audio Visual Presentation ___ Pupils’ eagerness to learn activities/exercises
of the lesson ___ Pupils’ eagerness to learn of the lesson ___ Group member’s ___ Carousel
___ Group member’s collaboration/cooperation ___ Diads
collaboration/cooperation in doing their tasks ___ Differentiated
 in doing their tasks ___ Audio Visual Presentation Instruction
___ Audio Visual Presentation of the lesson ___ Role Playing/Drama
of the lesson ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coopera
tion
in doing their tasks
___ Audio Visual
Presentation
of the lesson

Prepared by: Approved by:

ANTHONETTE LLYN JOICE B. BURGOS SALDEY P. CAJILLA

Teacher III School Principal II