Teaching Dates and November 14-18, 2016 Quarter
November 28- December 2, 2016 Quarter
I. OBJECTIVES Draws circles with different radii using a compass A. Content Standards demonstrates understanding
3. Processing the Activities
Did you follow the proper handling of compass?
GAME Materials: number cards, calculator
Mechanics:
Organize the pupils in pairs. One member will draw a circle using compass, and the other one will label its part completely.
After they finish their work one member will present their work in front of the class
3. Processing the Activities
Did you follow the proper handling of compass?
Use of Real Situation Problem 1) Bring the students outside the classroom.
2) Let them observe their surroundings and jot down the different spatial figures they see.
3) Let them tabulate the answers.
4) Afterwards they go back to the classroom and share what they have listed on paper.
5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.
Use of Real Situation Problem 1) Bring the students outside the classroom.
2) Let them observe their surroundings and jot down the different spatial figures they see.
3) Let them tabulate the answers.
4) Afterwards they go back to the classroom and share what they have listed on paper.
5) Discuss the importance of being aware of different spatial figures as seen and experienced through the environment.
F. Developing mastery
(Leads to Formative Assessment 3)
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 68.
How did you find the activity?
How did you visualize spatial figures?
Were you able to differentiate spatial figures correctly?
Did you identify the common characteristics of spatial figures?
How did you find the activity?
How did you visualize spatial figures?
Were you able to differentiate spatial figures correctly?
Did you identify the common characteristics of spatial figures?
G. Finding practical
applications of concepts and skills in daily living
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra
practice, give the exercises under Keep Moving on LM Grade 5 page __
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra
practice, give the exercises under Keep Moving on LM Grade 5 page __
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra
practice, give the exercises under Keep Moving on LM Grade 5 page __
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 69.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra
practice, give the exercises under Keep Moving on LM Grade 5 page __
H. Making generalizations and abstractions about
the lesson REMEMBER:
A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form
the perimeter of the circle.
The radius is the distance from the centre of the circle to any point on its perimeter.
The circumference of a circle is the perimeter of the
REMEMBER:
A circle is a set of points in a plane that are the same distance from a fixed point (called the centre). These set of points form
the perimeter of the circle.
The radius is the distance from the centre of the circle to any point on its perimeter.
The circumference of a circle is the perimeter of the
What are the different spatial figures. Describe each one.
What are their common characteristics?
Give examples of real life objects that represent each spatial figure.
What are the different spatial figures. Describe each one.
What are their common characteristics?
Give examples of real life objects that represent each spatial figure.
circle.
The name of a line in a circle depends on its position in the circle.
A secant is a line that passes through any two points on a circle.
A chord is a line that joins two points on
the circumference of a circle.
The diameter is a chord that passes through the centre of a circle.
A tangent is a line that touches the circle at only one point.
Parts of a Circle An arc is a part of the circumference.
A sector is the part of a circle between two radii.
A segment is the part of a circle that is between a chord and
the circumference.
A semicircle is a half of a circle.
Compass
circle.
The name of a line in a circle depends on its position in the circle.
A secant is a line that passes through any two points on a circle.
A chord is a line that joins two points on
the circumference of a circle.
The diameter is a chord that passes through the centre of a circle.
A tangent is a line that touches the circle at only one point.
Parts of a Circle An arc is a part of the circumference.
A sector is the part of a circle between two radii.
A segment is the part of a circle that is between a chord and
the circumference.
A semicircle is a half of a circle.
Compass
A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.
Note that a compass is also called a pair of compasses.
A compass is an instrument used to draw circles or the parts of circles called arcs. It consists of two movable arms hinged together where one arm has a pointed end and the other arm holds a pencil.
Note that a compass is also called a pair of compasses.
I. Evaluating learning
1. Use a compass to draw a circle of radius 5.5 cm.
2. Draw a diameter and label it PQ.
3. Draw a
triangle PQR where R is on the semicircle.
4. Use a protractor to measure the size of angle PRQ.
1. Use a compass to draw a circle of radius 5.5 cm.
2. Draw a diameter and label it PQ.
3. Draw a
triangle PQR where R is on the semicircle.
4. Use a protractor to measure the size of angle PRQ.
B. Name the spatial figures that resemble the following objects below:
1) box 6) tin can 2) ball 7) camping tent 3) dice 8) funnel
4) ice cream cone 9) water pipe
5) globe 10) glass
B. Name the spatial figures that resemble the following objects below:
1) box 6) tin can 2) ball 7) camping tent 3) dice 8) funnel
4) ice cream cone 9) water pipe
5) globe 10) glass
J. Additional activities for application or
remediation
1. Use a compass to draw a circle of radius 5 cm.
2. Use a compass to draw a circle of diameter 12 cm.
3. Use a compass to draw a
1. Use a compass to draw a circle of radius 5 cm.
2. Use a compass to draw a circle of diameter 12 cm.
3. Use a compass to draw a
Bring objects that resemble to the following Spatial Figures:
1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism
Bring objects that resemble to the following Spatial Figures:
1. Cube 2. Cylinder 3. Pyramid 4. Cone 5. Rectangular prism
circle of radius 4.5 cm.
4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter.
5. Write an equation to represent the relation between the radius, r, and the diameter, d.
circle of radius 4.5 cm.
4.. Draw the diameter of the circle; and use a ruler to measure the length of the diameter.
5. Write an equation to represent the relation between the radius, r, and the diameter, d.
V. REMARKS
VI. REFLECTION A. No. of learners who
earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons 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 help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
GRADES 1 to 12 DAILY LESSON LOG
School Grade Level
Teacher Learning Areas
Teaching Dates and Time
December 5-9, 2016 Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figure A. Content Standards demonstrates understanding
of polygons, circles, and solid figures.
demonstrates understanding of polygons, circles, and solid figures.
demonstrates understanding of polygons, circles, and solid figures.
demonstrates understanding of polygons, circles, and solid figures.
Weekly test
B. Performance Standards is able to construct and describe polygons, circles, and solid figures .
is able to construct and describe polygons, circles, and solid figures .
is able to construct and describe polygons, circles, and solid figures .
is able to construct and describe polygons, circles, and solid figures .
C. Learning
Competencies/Objectives Write the LC code for each
makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.
M5GE-IIIe-26
makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.
M5GE-IIIe-26
makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.
M5GE-IIIe-26
makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using plane figures.
M5GE-IIIe-26
II. CONTENT Geometry Geometry Geometry Geometry
III. LEARNING RESOURCES A. References
1. Teacher’s Guide pages 2. Learner’s Material
pages
3. Textbook pages M5GE- IIIe – 26 pp.62,
Lesson Guide 6 pp.363 M5GE- IIIe – 26 pp.62,
Lesson Guide 6 pp.363 M5GE- IIIe – 26 pp.62,
Lesson Guide 6 pp.363 M5GE- IIIe – 26 pp.62, Lesson Guide 6 pp.363 4. Additional Materials
from Learning Resource (LR) portal
B. Other Learning Resources cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief
cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief
cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief
cartolina, pair of scissors, paste, flashcards, spatial figures, handkerchief IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
What are the different spatial figures?
Give examples of real objects that are models of spatial figures.
What are the different spatial figures?
Give examples of real objects that are models of spatial figures.
What are the different spatial figures?
Give examples of real objects that are models of spatial figures.
What are the different spatial figures?
Give examples of real objects that are models of spatial figures.
B. Establishing a purpose for the lesson
Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using
plane figure
Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using
plane figure
Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using
plane figure
Makes models of different solid figures: cube, prism, pyramid, cylinder, cone, and sphere using
plane figure C. Presenting
examples/instances of the new lesson
1) Group the pupils into Learning Barkada
2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared the winner.
1) Group the pupils into Learning Barkada
2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared the winner.
1) Group the pupils into Learning Barkada
2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared the winner.
1) Group the pupils into Learning Barkada
2) Provide each group pieces of used folders, pair of scissors, and paste 3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared the winner.
D. Discussing new concepts and practicing new skills
#1
Present the lesson through this activity:
a) Call the winner 1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c) Do the same with the other group.
Valuing: Did you make use your materials wisely?
How?
What are the things you have that can still be recycled?
Why? In what way can you
Present the lesson through this activity:
a) Call the winner 1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c) Do the same with the other group.
Valuing: Did you make use your materials wisely?
How?
What are the things you have that can still be recycled?
Why? In what way can you
Present the lesson through this activity:
a) Call the winner 1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c) Do the same with the other group.
Valuing: Did you make use your materials wisely?
How?
What are the things you have that can still be recycled?
Why? In what way can you
Present the lesson through this activity:
a) Call the winner 1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b) Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c) Do the same with the other group.
Valuing: Did you make use your materials wisely?
How?
What are the things you have that can still be recycled?
Why? In what way can you
recycle them? recycle them? recycle them? recycle them?
E. Discussing new concepts and practicing new skills
#2
Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial figures.
4) Let the activity card holders raise the activity cards they holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.
Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial figures.
4) Let the activity card holders raise the activity cards they holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.
Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial figures.
4) Let the activity card holders raise the activity cards they holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.
Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial figures.
4) Let the activity card holders raise the activity cards they holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.
F. Developing mastery
(Leads to Formative Assessment 3)
How did you find the activity?
How did you make spatial figures?
Were you able to create spatial figures correctly?
Did you give the description of particular spatial figures?
How did you find the activity?
How did you make spatial figures?
Were you able to create spatial figures correctly?
Did you give the description of particular spatial figures?
How did you find the activity?
How did you make spatial figures?
Were you able to create spatial figures correctly?
Did you give the description of particular spatial figures?
How did you find the activity?
How did you make spatial figures?
Were you able to create spatial figures correctly?
Did you give the description of particular spatial figures?
G. Finding practical
applications of concepts and skills in daily living
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __
a. Discuss the presentation under Explore and Discover on page __of LM Math Grade 5 Lesson 70.
b. Ask the pupils to answer the exercises under Get Moving on page__ of LM Grade 5. For extra practice give the exercises under Keep Moving on LM Grade 5 page __
H. Making generalizations and abstractions about the lesson
What is prism? What are the kinds of prisms? Describe each?
What is pyramid? What are the kinds of pyramids?
Describe each.
What is prism? What are the kinds of prisms? Describe each?
What is pyramid? What are the kinds of pyramids?
Describe each.
What is prism? What are the kinds of prisms? Describe each?
What is pyramid? What are the kinds of pyramids?
Describe each.
What is prism? What are the kinds of prisms? Describe each?
What is pyramid? What are the kinds of pyramids?
Describe each.
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION A. No. of learners who
earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons 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 help me solve?
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
GRADES 1 to 12 DAILY LESSON LOG
School Grade Level
Teacher Learning Areas
Teaching Dates and Time
December 12-16, 2016 Quarter
Monday Tuesday Wednesday Thursday Friday