Professional Documents
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GRADE 5
DAILY LESSON LOG Teacher: ANTHONETTE LLYN JOICE B. BURGOS Learning Area: MATHEMATICS
Teaching Dates and Time: APRIL 15-19, 2024 (WEEK 3) Quarter: 4TH QUARTER
B. Performance Standards is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.
C. Learning Competencies/Objectives a.Visualize the Volume of a Cube and .Name the unit of measure for measuring the volume of cube and rectangular a.Derive a formula for finding the
Write the LC code for each Rectangular Prism prism. volume of a cube and a
- M5ME-IVc-77 /Page 64 of 109 b.Write the value of measuring accurately rectangular prism using cubic
- M5ME-IVc-78/ Page 64 of 109 centimeter and meter.
b.Appreciation of application of
volume in daily life situations.
M5ME-IVc-79
II. CONTENT Visualizes the Volume of a Cube and Names the Appropriate Unit of Measure Used for Measuring the Volume of a Derives the Formula in Finding the
Rectangular Prism Cube and a Rectangular Prism. Volume of a Cube and A
Rectangular Prism Using Cubic
Centimeter and Cubic Meter
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum K to 12 Grade 5 Curriculum
2. Learner’s Material pages TM Math Grade 4 pages 298 - 307 LM Math Grade 5 pages 1 to 3
3. Textbook pages
4. Additional Materials from Learning https://en.wikipedia.org/wiki/
Resource (LR) portal Volume
B. Other Learning Resources cubes (big and small), rectangular flash cards (mm, cm, dm, m, etc.), real objects, pictures flash cards containing questions on finding area of parallelogram
prism, ruler, flash cards, marbles, (square, rectangle, rhombus, parallelogram)
worksheet, 1 transparent rectangular
container
IV. PROCEDURES
A. Reviewing previous lesson or 1.Drill 1.Drill 1.Drill
presenting the new lesson Have a drill on the multiplication facts Drill on Choosing the Appropriate Unit of Measure
using the activity sheets. Game: “Korek Ka Ba Dyan?” Mental computation/drill on finding the area or missing side of a
1) 5x5 Materials: flash cards (mm, cm, dm, m, etc.), real objects, pictures parallelogram
6) 7 x 7 Mechanics:
2) 9 x 11 a. Pupils will be grouped into 4. Each group will have flashcards (mm, Materials: flash cards containing questions on finding area of
7) 11 x 11 cm, m, etc.) parallelogram (square, rectangle, rhombus, parallelogram)
3) 10 x 12 b. Teacher will ask, “What unit of measure will you use?”
8) 9 x 12 Ex.: Teacher will show a pencil. Finding the missing side on the given area
4) 4x4 c. Pupils in the group will flash their answer. (Ex. cm) Mechanics:
9) 8 x 5 d. Teacher announces the correct answer. Repeat the process. Teacher will a. Divide the class into 3 groups. Have members of the group count off.
5) 6x8 show another object or picture. Pupils remember their #s in the team.
10) 4 x 12 e. Group with the most number of correct answers is the winner. b. Teacher shows card to pupils for 10 seconds or depending on the
2.Review level of difficulty of questions.
Have a review on the meaning of 2.Review
volume. What is difference between cube and rectangular prism?
Volume is the amount of space What are the dimensions of cube and rectangular prism?
1) A=?
occupied by any quantity.
4 cm
5cm
3) A=?
8cm 6 cm
2) L?
4) Rectangle:
Width 2 cm,
Area 10 cm2
L=?
5) Square A = 1 unit2, S = ?
c. Teacher calls out a number randomly. The three pupils having that
number stand up and call out the answer with correct units. The pupil
who gives the correct answer first gets the point for the team.
d. Teacher may do drawings first before shifting to pure
numerical problems. Teacher may also include finding area of
trapezoids making sure that the dimensions can be solved
mentally.
2.Review
Memory Game
Materials: pocket chart, flash cards
Mechanics:
a. Teacher prepares flash cards with figure and dimensions on a set of
cards and the corresponding area of the figure on another set of cards.
Teacher then place the shuffled cards into pocket chart slots. At the
back of each card, label them with letters.
C. Did the remedial lessons work? No. ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
of learners who have caught up with above above above above above
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
require remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation additional activities for
remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson lesson the lesson
F. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
which my principal or supervisor can require remediation require remediation require remediation require remediation require remediation
help me solve?
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
materials did I use/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and projects. learning, peer teaching, and Compare and contrast, jigsaw
projects. learning, peer teaching, and
projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media, ___Contextualization:
opportunities. opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations,
opportunities. media, manipulatives, repetition,
and local opportunities.
___Text Representation: ___Text Representation: ___Text Representation:
___Text Representation: ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. Examples: Student created Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking ___Modeling: Examples:
language you want students to use, language you want students to use, language you want students to use, slowly and clearly, modeling the Speaking slowly and clearly,
and providing samples of student and providing samples of student and providing samples of student language you want students to use, modeling the language you want
work. work. work. and providing samples of student students to use, and providing
work. samples of student work.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and
used: used: used: Other Techniques and Strategies Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching used: ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh play ___ Group collaboration ___Gamification/Learning
play play ___ Answering preliminary ___Gamification/Learning throuh throuh play
___ Answering preliminary ___ Answering preliminary activities/exercises play ___ Answering preliminary
activities/exercises activities/exercises ___ Carousel ___ Answering preliminary activities/exercises
___ Carousel ___ Carousel ___ Diads activities/exercises ___ Carousel
___ Diads ___ Diads ___ Differentiated Instruction ___ Carousel ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Role Playing/Drama ___ Diads ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method Why? ___ Discovery Method ___ Lecture Method
Why? Why? ___ Complete IMs ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs ___ Availability of Materials Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s collaboration/cooperation ___ Pupils’ eagerness to learn ___ Group member’s
collaboration/cooperation collaboration/cooperation in doing their tasks ___ Group member’s collaboration/cooperation
in doing their tasks in doing their tasks ___ Audio Visual Presentation collaboration/cooperation in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation of the lesson in doing their tasks ___AudioVisual Presentation
of the lesson of the lesson ___ Audio Visual Presentation of the lesson
of the lesson