Teaching Dates and November 14-18, 2016 Quarter
November 28- December 2, 2016 Quarter
D. Discussing new concepts and practicing new skills
I. OBJECTIVES Measures the circumference of a circle A. Content Standards demonstrates
understanding of time and circumference.
demonstrates
understanding of time and circumference.
demonstrates
understanding of time and circumference.
demonstrates understanding
of time and circumference. Weekly Test
B. Performance Standards is able to apply
knowledge of time and circumference in mathematical problems and real-life situations.
is able to apply knowledge of time and circumference in mathematical problems and real-life situations.
is able to apply
knowledge of time and circumference in mathematical problems and real-life situations.
is able to apply knowledge of time and circumference in mathematical problems and real-life situations.
C. Learning
Competencies/Objective sWrite the LC code for each
solves problems involving time.
M5ME-IIIg-16
visualizes circumference of a circle.
M5ME-IIIh-67
measures circumference of a circle using
appropriate tools.
M5ME-IIIh-68
derives a formula in finding the circumference of a circle.
M5ME-IIIi-69
II. CONTENT Measurement Measurement Measurement Measurement
III. LEARNING RESOURCES A. References 1. Teacher’s Guide
pages
2. Learner’s Material pages
3. Textbook pages Curriculum Guide Grade Five Math pp.63
Surfing Internet :Website:
Education World
K to 12 Grade 5
Curriculum Guide M5NS-IIIh-67 p. 63, Lesson Guide in
Elementary Mathematics Grade 5 pp. 362
Mathematics for a Better Life 5 pp.242-243
Grade School
Mathematics 5 page 226
K to 12 Grade 5
Curriculum Guide M5NS-IIIh-68 p. 63, Lesson Guide in
Elementary
Mathematics Grade 5 pp.
362
Mathematics for a Better Life 5 pp.242-243
Growing Up with Math 5 page 284
K to 12 Grade 5 Curriculum, M5ME-IIIi-69, Lesson Guide - Gr.5 pp. 362 - 366,
Mathematics for a Better Life Textbook p. 242 - 243
4. Additional Materials from Learning Resource (LR) portal B. Other Learning
Resources
Activity Sheet
Flash Card cut outs of circles, real objects inside the classroom and at home, compass. string
circular covers of lids of cans, jars, real objects, coins, string, tape measure, ruler, meter stick
flash cards, charts, calculator, circular objects
IV. PROCEDURES A. Reviewing previous
lesson or presenting the new lesson
Conduct a review about calculates times in the different world time zones in relation to the Philippines
Identify the parts of a circle (flash a model with parts numbered)
Have a review on visualizing circumference of a circle by “Checking of Assignments”.
Identify the parts of a circle (flash a model with parts numbered)
B. Establishing a purpose for the lesson
Solving Problems
Involving Time Visualizes circumference of a circle
Measures circumference of a circle using
appropriate tools.
Derives a formula in finding the circumference of a circle
C. Presenting
examples/instances of the new lesson
Show a picture of a boy reading in a study table.
Talk about the boy show in the picture.
Ask: What do you usually do as a student before going to bed at night?
How do you manage doing all the
assignments. Projects and other home activities
?
Sing this song about circles. (Note: Teacher draws while pupils sing)
Present this problem opener.
In the middle of the park, there is circular flower garden that has a diameter of 10 meters.
What is the distance around the garden?
Ask: How can we protect the garden in a
Let the pupils sing a song, about circles like.
(Note: Teacher draws while pupils sing)
( Connect the value of proper time
management )
park?
What is ask in the problem?
What is/are given/s?
How will you answer the question in the problem?
D. Discussing new
concepts and practicing new skills #1
Present this problem to the class.
Jeffrey started his homework at 7:21 pm.
Jeffrey finished his homework at 8:40 pm.
How much time did Jeffrey work in his homework?
Present the problem under Explore and Discover on page __, LM Math Grade 5.Have them read the problem
a. Values Integration Ask: How can you show your care and concern to santan plants?
What is ask in the problem?
What is/are the given/s?
How will you answer the question in
the problem?
Cooperative Learning Divide the class into four groups. Each group will have 3 different sizes of jars or cans. See to it that each group will have all the required materials for the activity.
With a piece of string, measure around each circle to find its circumference.
Then, measure the string with your ruler and enter the data in the table.
Measure also the diameter and enter the measure in the table.
Compare the measures of diameter to each circumference.
Present a situation to the class.
Celso wants to find the distance around their circular table. He measured its diameter to be 1.4 m. Can you help him?
Ask:
What is the shape of the table?
How long is its diameter?
What will you do to solve the problem?
E. Discussing new
concepts and practicing new skills #2
Ask: What did Jeffrey do ? At what time did she start making her homework? a procedure ?
What are the usual steps we use to solve the problem ?
Divide the class into three groups. See to it that each group has all the required materials
Let the pupils draw a circle with a diameter of 2 meters representing the circular garden.(See to it that pupils get the correct measurement for the diameter by letting them trace the circular object on a piece of manila paper and fold it in half.)
Place the string around the circle.
Using a string with meter markings on it, Count the number of meter
markings.
circle? Does the
circumference of the circle increases as the diameter increases? Is it easy to measure the
Divide the class into groups.
See to it that each group has all the required materials for the activity.
Let the pupils measure the distance around the circular objects by winding the string on a tape around the object.
Let them also measure the diameter of the object. Allow them to use a calculator to solve for c ÷ d or the ratio of the circumference to the diameter.
Note: For any circle, the ratio of the circumference to the
diameter is about 3
7 1
F. Developing mastery
(Leads to Formative Assessment 3)
Group the pupils into four groups
Let the group work together to find the answers to the given problems with the following guide questions:
What is asked in the problem ?
What are the given ? What operation will be use ?
What is the
mathematical sentence ?
Let the groups present their output one at a time.
After all groups have presented, ask “How did you find the activity? How many markings were there? How were you able to visualize the number of meters Mrs. Alejandro planted with santan?”
Expected Answer:: We used string and wind it
Discuss the presentation under Explore and Discover on page ___ of LM Math Grade 5
How did you find the activity?
How were you able to find the answer to the problem?
Discuss with the pupils the formula in getting the circumference of a circle.
How is the solution done ?
What is the answer to the problem ?
around the circle.
G. Finding practical
applications of concepts and skills in daily living
After all the groups have presented, ask,” How did you find the activity?
How were you able to find the answer ? What were the steps followed to come up with the answer ?
Encourage the pupils to check if their answers make sense by checking their answer.
Discuss the other examples under Get Moving on page ___ of LM Math Grade 5.
For extra practice, give exercises under Keep Moving on pages __to __, LM Math 5.
Ask pupils to answer A and B exercises under Get Moving, pages ____ LM Math Grade 5. After the given
H. Making generalizations and abstractions about the lesson
Lead the pupils to give the following
generalization by asking :
How do we solve word problems involving time ?
To solve word problems involving time, we follow the steps in solving word problems. Use the different ways to find the time such as
subtracting / adding the time started from time ended, using a number line, and counting the minutes or seconds from the time started to the time ended.
Lead the pupils give the following generalization by asking: How do you visualize circumference of a circle?
To visualize the
circumference of a circle, we use string to wind around the circle and count the number of markings on it with the help of its diameter..
Lead the pupils to give
the following
generalization by asking:
How do you measure the circumference of a circle? What tools were use in measuring circumference of a circle?
To measure the
circumference of a circle, we can use string, ruler, meter stick or tape measure.
Lead the pupils to generalize as follows:
The formula in finding the circumference of a circle are:
C = 3.14 x d or C =
πd or C =
2πr
(The circumference is equal to π times the diameter.) (The circumference is equal to π multiplied by twice the radius.)