School: ALAGAO-MALINDIG ELEMENTARY SCHOOL Grade Level: V

GRADE 6 Teacher: JOAN J. MANALO Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: MARCH 13-17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner is expected to demonstrate understanding of circles
B.Performance Standards The learner is able to describe construct circles
C.Learning Competencies/Objectives Draws circles with different radii Visualizes and describes solid Visualizes and describes solid Makes models of different PERFORMANCE TASKS
using a compass figures figures solid figures; cube, prism and
Code: M5GE-IIIe-24, Code Page: M5GE-IIIe Code: M5GE-IIIe-25 pyramid using
plane figures
Code: M5GE-IIIe-26

II.CONTENT Drawing circles with different Visualizing and describing solid Visualizing and describing solid Making Models of Different
radii using a compass figures figures Solid Figures; Cube, Prism
and
Pyramid Using Plane Figures
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages 21st Century Mathematics 6, 21st Century Mathematics 5 21st Century mathematics 5,
p.216 pp.300-302 pages 300-302
4.Additional materials from learning https://www.youtube.com/ BEAM LG Grade. 5
resource (LR) portal watch?v=2cg-Uc556-Q Geometry/DLP Gr. 5 Module
46
B.Other Learning Resource Compass, 5 pcs. String with the flash cards, cut outs, illustrations, Real objects, PowerPoint Cartolina, pair of scissors,
same length video presentation presentation, spatial figures paste, flash cards, spatial
figures, and
used folders
IV.PROCEDURES
A.Reviewing previous lesson or 1. Drill 1. Drill (Conduct a drill on 4. Drill on solving for 4. Drill
presenting the new lesson Directions: Name the parts of the identifying different perimeter and area. Solving for the
circle. kinds of polygons Game: perimeter/area of plane
2. Review 2. Review: (Review on Mechanics: figures.
Directions: Identify the terms spatial and plane 1. Divide the class into 4 groups. Traveling Game
related to a circle being figures) 2. Teacher provides an 4. Review
described. Teacher will flash cards illustration board for each Identifying Spatial Figures
__________1. A segment joining of different figures. Say group. What are the different
two points of the circle the phrase I have a 3. Teacher flashes pictures of spatial figures?
__________ 2. A segment joining plane figures with given Give examples of real objects
pen if the figure is flat
the center and any point measurements that are models of spatial
of the circle and I have an apple if
of sides. figures.
__________3. An arc whose the figure is not flat. 4. The first pupil from each
degree measures less than180 group solves for the perimeter
__________4. A chord that and area of the given figure.
passes through the center He/she writes the answer on
__________5. It names the circle the illustration board provided
for each group.
5. The first to give the correct
answers (with the proper label)
and
raises his/her board first, gets 2
points.
6. Continue the game until
everyone in the column has
participated.
7. The group with the most
number of point wins.
2. Review: Identifying 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 We know how to use a ruler to Strategy 1: Play the Concentration Game Show different spatial figures 1) Group the pupils into
draw segments of a given length  Teacher prepares 12 cards consecutively numbered with like the cone, cube, rectangular Learning Barkadas
and how to use a protractor to illustrations at the back. prism, cylinder, sphere and 2) Provide each group pieces
draw angles of a given measure.  Teacher divides the class into three groups of five. pyramid. Ask the pupils to name of used folders, pair of
Today we are going to draw  The first player of each group will choose 5 numbers them. Let them give / count the scissors,
circles with different radii which he thinks has illustrations of 5 solid figures. number of edges, faces and and pastes
 Teacher will open the cards to see if the answers are all vertices. 3) Let them make some
correct. spatial figures out of these
 When the answer is incorrect , other groups may steal the materials.
chance 4) The first to make 3 will be
To answer. declared winner
 The first group to get the most number of point wins.

C.Presenting Examples/ instances of Strategy: Activity Based (3 As – Strategy: Scaffold-Knowledge Present a paper robot whose Present the lesson through
the new lesson Act, Analyze, Apply) Information ( 4 A’s Activity) parts are made up of spatial this activity:
Procedure Activitv (Build on students ideas) figures. Ask them to identify the a. Call the winner.
 Group the class into 5. Analysis (Make thinking visible) spatial figures represented by 1) Let them show their
 Give each group a string. Abstraction (Encourage listening each part by completing the finished products to the
 Each group will chose one to others table below. class.
representative to stand in front Application- Promote autonomy 2) Have them describe each
of them holding one end of the /life long learning) and identify its part.
string. Present a video song : 3D Shapes I b. Call the 2nd placer.
 Then, let another member walk Know (solid shapes song- including 1) Let them show the spatial
holding the other end of the sphere, cylinder, cube, cone, and figures they made that are
string around to form a circle, pyramid) different from the first
placing other members evenly on Reference: group.
the imaginary distance around https://www.youtube.com/watch 2) Have them describe each
the circle ?v=2cg-Uc556-Q and identify its part.
c. Do the same with the
other group.
VALUING: Did you make use
of your materials wisely?
How? What are things you
have that can still be
Recycled? Why? In what way
can you recycle them?
D.Discussing new concepts and What figure is formed? What is the song about? What are the different spatial Strategy: Think-Pair-Share
practicing new skills #1 What does the pupil in the What kind of figures were figures that you can see in the Matching Game
middle represent? mentioned on the song? robot? 1) Blindfold a volunteer
How are they common? How can you describe the pupil.
 How did you find the activity? characteristics of each figure? 2) Let him/her hold a spatial
 How did you visualize spatial Provide nets of cube, figure.
figures? rectangular prism, pyramid and 3) Let him/her identify and
 Were you able to differentiate cylinder for describe it.
spatial figures correctly? the pupils to assemble .
 Did you identify the common Example:
characteristics of spatial What kind of spatial figure have
figures? you formed?
E.Discussing new concepts and More exercises:
practicing new skills #2 Directions: Show real objects
and let the pupils identify the
spatial figure they represent.
Give the number of sides,
edges and vertices.
1. ball 5. Tent
2. globe 6. Dice
3. funnel 7. Ice cream cone
4. test tube 8. Tin can
F.Developing Mastery A compass is used to draw circles Activity: ThinkingSkills (Recall, Strategy: Direct Instruction Strategy: Group Activity
or parts of a circle called arcs. Model, Familiarize and Decide- Activity: TGA ( Tell, Guide, Act ) 1) Divide the class into group
On our activity, which is RFMD Tell of 3s.
considered the compass? Activity) Ask a volunteer pupil to come in 2) Each group will be given
We are going to draw a circle  Divide the class into 5 groups. front. Another pupil will used folders
with a center at A and radius of 2  Recall the Video presentation blindfold him/her. Allow the 3) Used folders will be used
centimeters.  Model: Ask them to Illustrate blindfolded pupil to hold a by each group in making
First, set up compass to an and name at least three solid spatial figure. spatial figure assigned to
opening of 2 cm. figures that they have watched Guide them.
Second, draw point A with a from the video. Direct the pupil to feel the Group 1 – Cube
pencil.  Familiarize the figure by object firmly to be able to Group 2 – Prism
Next, place the point of the completing the chart. determine Group 3 – Pyramid
compass on A. Rotate the  Decide whether the answer is the number of faces, edges and
compass to draw the circle. correct by completing the table vertices.
We now have a circle A. with the correct description on Can you describe the figure?
Let us put some radii. illustrations made. How many faces, edges and
From the center, draw a segment  Make a yell as a sign that they vertices are there?
to any part of the circle. have finish the activity Act
Let the pupils perform the Let the pupil draw what he/she
activity repeatedly until they can felt on the figure on the board.
draw their own circle. Continue the activity using more
figures.

G.Finding Parctical application of Directions: Draw a circle using a a) Use of Real Situation Problem Group pupils in 4’s Directions: Match Column A
concepts and skills in daily living compass with 8 radii. 1) With the teacher’s supervision, Approach: Inquiry with Column B
aloud pupils to roam around the Based Approach A B
classroom. Strategy: Practical ____ The base is a polygon
2) Let them observe their Inquiry Model and
surroundings and jot down the Activity: AICDR 4) rectangular
different spatial Ask: What are the prism
figures they see. different spatial figures inside ___2) A spatial figure with a
3) Afterwards they go back to the and outside pol gonal base whose edges
classroom and share what they the classroom? y meet a common vertex
have listed on paper Investigate: Bring the b) cone
4) Ask them to tabulate their pupils outside the classroom c) pyramid
answers. and let them observe and jot . d) cylinder
down the different spatial ___3) A spatial figure having
figures they see. a circular base and one
Create: Let them vertex.
tabulate the answers by making e) triangular
this table prism
Discuss: The pupils 4) A spatial figure with a
will be given time to share what parallel
they congruent faces called bases
have listed. What and
were the different spatial the other faces are
 figures parallelograms.
that you saw? 5) A spatial figure with 2
What are their circular bases,
characteristics? no edge, and no vertex.
Reflect: Why is it
important to be aware of the
different
Spatial figures that
you see and experience through
the environment
H.Making generalization and How can you draw a circle with What are the different spatial What are the different spatial How do we make models of
abstraction about the lesson different radii? figures. Describe each one. figures? solid figures; cube, prism and
What are their common Describe each. pyramid using plane figures?
characteristics? Give examples of real life
Give examples of real life objects objects that represent each
that represent each spatial figure. spatial
figure?
I.Evaluating learning Directions: Draw circle C with 5 Directions: Write true or false. If Directions: Complete the table below. Directions: Using cartolina
radii using a compass the statement is false draw the Spatial Fig Illus # of No.of no. of make models of solid figures
correct solid figure described. faces edges verticeslisted
1) A rectangular prism has six Cube below.
faces. Sphere 1. Cube
2) A triangular prism has six faces. cylinder
2. Rectangular prism
3) A sphere has no edge. cone
3. Rectangular pyramid
4) The edges of a cube are equal. pyramid
5) The two bases of a cylinder are
circular.

J.additional activities for application or Directions: Draw circles E and A Ask the pupils to identify the solid Directions: Cut out pictures of Cut out pictures of objects
remediation with a 5 radii each on your figures represented in body parts objects from newspapers or from newspapers or
notebook. of the robot illustrated below. magazines that are models of magazines that are
spatial figures. Describe each models of spatial figures
then make your own models
out of used
folders.

V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to
the evaluation next objective. next objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
additional activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked
despite of limited resources used by of limited resources used by the despite of limited resources used by by the teacher.
the teacher. teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources
their work on time. work on time. their work on time. used by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary finished their work on time.
behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
learners who have caught up with the above above above above
lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
require remediation additional activities for remediation 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
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
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
which my principal or supervisor can require remediation require remediation require remediation require remediation
helpme 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:
materials did used/discover which I ___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 Development: Examples: Self
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. studying techniques, and
___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 ___Bridging: Examples: Think-
charts. charts. charts. pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:

Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw ___Schema-Building: Examples:
learning, peer teaching, and projects. 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,
___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, media,
opportunities. opportunities. manipulatives, repetition, and local Examples: Demonstrations,
opportunities. media, manipulatives,
repetition, and local
___Text Representation: ___Text Representation: opportunities.
___Text Representation:
Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games. Examples: Student created
___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Speaking
drawings, videos, and games.
language you want students to use, language you want students to use, slowly and clearly, modeling the
and providing samples of student and providing samples of student language you want students to use, ___Modeling: Examples:
work. work. and providing samples of student Speaking slowly and clearly,
work. modeling the language you want
Other Techniques and Strategies Other Techniques and Strategies students to use, and providing
used: used: Other Techniques and Strategies samples of student work.
___ Explicit Teaching ___ Explicit Teaching used:
___ Group collaboration ___ Group collaboration ___ Explicit Teaching Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh play ___ Group collaboration Strategies used:
play ___ Answering preliminary ___Gamification/Learning throuh ___ Explicit Teaching
___ Answering preliminary activities/exercises play ___ Group collaboration
activities/exercises ___ Carousel ___ Answering preliminary ___Gamification/Learning
___ Carousel ___ Diads activities/exercises throuh play
___ Diads ___ Differentiated Instruction ___ Carousel ___ Answering preliminary
___ Differentiated Instruction ___ Role Playing/Drama ___ Diads activities/exercises
___ Role Playing/Drama ___ Discovery Method ___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Diads
___ Lecture Method Why? ___ Discovery Method ___ Differentiated Instruction
Why? ___ Complete Ims ___ Lecture Method ___ Role Playing/Drama
___ Complete Ims ___ Availability of Materials Why? ___ Discovery Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Complete Ims ___ Lecture Method
___ Pupils’ eagerness to learn ___ Group member’s ___ Availability of Materials Why?
___ Group member’s collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete Ims
collaboration/cooperation in doing their tasks ___ Group member’s ___ Availability of Materials
in doing their tasks ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn
___ Audio Visual Presentation of the lesson in doing their tasks ___ Group member’s
of the lesson ___ Audio Visual Presentation collaboration/cooperation
of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson