School: LUPA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12
Teacher: RAYMUND D. VENTUROSO Learning Area: MATH
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 is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations.
Standards
C. Learning visualizes area of a circle. Derives a formula in finding derives a formula in finding Identifies the base, percentage, and CATCH-UP FRIDAY
Competencies/Objecti the area of a circle the area of a circle . rate in the problem.
ves Identify the diameter and Illustrates circle M5NS-IIIa-138
Write the LC code for radius of the circle with different orientation M5ME-IVa-73
each Illustrates circle with Find enjoyment in
different radii doing the activity
Find enjoyment in doing M5ME-IVa-73/Page 63 of
the activity 109
M5ME-IVa-72 /Page 63 of
109

II. CONTENT •Visualizing the area of a •Deriving a formula in •Deriving a formula in finding •Define percentage, rate or percent
circle finding the area of a circle the area of a circle and base.
•Knowledge about •Knowledge about •Knowledge about measuring
measuring instrument measuring instrument instrument

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

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning chart, ruler, real circle A large, heavy-paper or A large, heavy-paper or 5 pieces of hundred square grid
Resources objects, pencil, compass cardboard circle, about 12" cardboard circle, about 12" in cardboard and crayons
in diameter, scissors, rulers, diameter, scissors, rulers,
colored colored markers or
markers or crayons crayons
IV. PROCEDURES
A. Reviewing Have a review on solving 2.Review 2.Review Drill on percent
previous lesson or Have a review about the Have a review about the parts Parade of Colors
problems involving
presenting the parts of the circle. of the circle. Materials: 5 pieces of hundred
new lesson circumference of a circle. square grid cardboard and crayons
Mechanics:
Review the formula, give
a. Divide the class into 5 groups.
examples, and then give b. Distribute cardboards, one of each
group.
exercises for the pupils to
c. Let pupils shade different portions
do. 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 Ask the pupils Is a circle a Ask the pupils If the shape Ask the pupils If the shape of Motivation:
purpose for the of the circle can be the circle can be Action Song (Body Exercise)
polygon? Why? and why
lesson parallelogram parallelogram Tune: Are you Sleeping
 not? 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%
Three-fourths = 75%
Two-fifths = 40%
C. Presenting 1.Presentation Present a parallelogram. Present group activity
examples/instance Acting Out: My Favorite Fruit
A.Have the pupils observe
s of the new
lesson the circles 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 1.Discuss with students 1.Discuss with students Mechanics;
concepts and Group Activity practical applications for practical applications for
1. Divide the class into 8 groups.
practicing new Divide the class into five finding the area of a circle. finding the area of a circle.
skills #1 groups. Distribute the cue Explain the problems Explain the problems 2. Teacher will presents a question: If
card and let them answer associated with partitioning associated with partitioning a
you were to choose which fruits
the cards. Let them a circle into unit squares to circle into unit squares to find
discuss. find its area. Elicit its area. Elicit suggestions on would you like to eat everyday?
Use circle cero to suggestions on how the area how the area might be
3. Each group decides on their
complete the following might be determined. determined.
statements: 2.Pass out the paper circles, 2.Pass out the paper circles, favorite fruit among the fruits posted
scissors, rulers and colored scissors, rulers and colored
on the board.
1.The distance from point markers or crayons. markers or crayons.
O to point F is 3.Have students draw a 3.Have students draw a 4. Teacher request the 8 group
__________. diameter (it does not need diameter (it does not need to
leaders to stand at the back of the
2.The distance from point to be exact), and use two be exact), and use two
 O to point M is different colors to fill in the different colors to fill in the classroom.
__________. resulting semicircles. resulting semicircles.
5. As the teacher gives the signal, the
3.The distance from point 4. Instruct students to 4. Instruct students to
O to point G is cut the circle in half along cut the circle in half along the leaders go to the fruit the fruit chose.
__________. the diameter. Then have diameter. Then have them cut
6. The teacher ask the leaders to
4.If point G, O and F lie on them cut each of the each of the resulting
one line, the distance from resulting semicircles in half semicircles in half again. explain their choices.
point G to F is _______. again. There are now a total There are now a total of four
7. Let the pupils form the ratios for
of four pieces, two of each pieces, two of each color.
color. 5. Ask students to assemble each fruit chosen: number of groups
B.Have the pupils
5. Ask students to assemble the four pieces, alternating
who chose the fruit
observed the circle. the four pieces, alternating colors, so that they form a
colors, so that they form a shape which resembles a To the total number of groups.
Introduce the Radius and
shape which resembles a parallelogram
8. Convert the ratios to fractions
Diameter of a circle. Show parallelogram
then to percent.
examples of radius that
are connected to the
tangent and from a center.
Use compass in drawing a
circle.
E. Discussing new Group Activity 2.Performing the Activities Discussion
concepts and Group Activity. Divide the a. How many group are
Divide the class into five
practicing new class into three groups. there? 8
skills #2 groups. Distribute the cue Distribute the activity card b. How many chose apple?
and let them follow the 6
card and let them answer
direction written in the c. How do we write it in
the cards. Let them activity card. percent? 75%
Say: We can write:
discuss.
Group A.Have students cut 75% of 8 = 6
Use circle cero to each of the sectors in half, We deal with the three
once more, resulting in a elements: rate, base and percentage:
complete the following
total of 8 equal sectors, four
statements: of each color. Ask students 75% of 8= 6
to assemble the eight Rate Base Percentage
pieces, alternating colors, so The relationship among the three is:
that they form a shape R x B = p or P = R x B
which resembles a 75% is the rate. The number written
parallelogram. with the word “percent” or with the
symbol “%”
The distance from point O It can be expressed as a ratio of
to point F is __________. fraction .
The distance from point O 8 is called the base. The total or
to point M is __________. whole and it is the number that
The distance from point O usually follows the phrase
to point G is __________. Group B. Have students cut “percent of” or “% of”.
If point G, O and F lie on each of the sectors in half, 6 is called percentage. It is the part
one line, the distance from once more, resulting in a of the whole.
point G to F is _______. total of 16 equal sectors,
eight of each color. Ask We can also use the Techan’s
1. The distance from students to assemble the Triangle to identify rate, base and
point O to point F is sixteen pieces, alternating percentage.
__________. colors, so that they form a
2. The distance from shape which resembles a
point O to point M is parallelogram.
__________.
3. The distance from
point O to point G is
__________. Group C. Solicit suggestions
4. If point G, O and F as to how to make the
lie on one line, the shape even more like
distance from point G to F parallelogram. (This can be
is _______. achieved by cutting each of
B. Have the pupils the sectors in half over and 75% 8
over again). Note: Do not
observed the circle.
allow students to create
Introduce the Radius and more than 16 sectors since
they can become
Diameter of a circle. Show
unmanageable.
examples of radius that
are connected to the
tangent and from a center.
Use compass in drawing a Explain the following points.
• This is very close to
circle. 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 After the presentations of 3.Processing the Activities Performing the Activities
mastery After the presentations of A. Using flashcards. Identify the rate,
each group, ask: how did
(Leads to Formative each group, ask: how did you base and percentage.
Assessment 3) you find the activity? Did find the activity? Did you able B. Have the pupils work in group. The
 you able to visualize the to derive a formula in finding teacher gives problem statements
the area of the circle? What wherein the pupils
area of the circle? What
value is developed in Identify the rate, base and
value is developed in performing the activity? percentage:
Expected Answers: Group 1:
performing the activity?
• A little bit confusing Paolo listen very well to the teacher
Expected Answers: • Yes by listening to during the discussion of the lesson.
the teacher explanation When they were given a 5-itm test
A little bit confusing
• Enjoyment and he got 4 correct answer. He has a
Yes by listening to the Cooperation grade of 80%.
Group 2:
teacher explanation
There are 40 pupils in a class.
Enjoyment and Seventy-five percent of them are
present. 30 pupils are present
Cooperation
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.
G. Finding practical Ask the pupils to answer 4.Reinforcing the Concept and
applications of Skill
the activity under Get
concepts and skills Ask the pupils to answer the
in daily living Moving on page ___ LM activity under Get Moving on
page ___ LM Math Grade V.
Math Grade V. Ask them
Ask them also to answer the
also to answer the activity activity under Keep Moving
on page ____ LM Math Grade
under Keep Moving on
V.
page ____ LM Math Grade Applying to New and Other
Situations
V.
Have the pupils do the
exercises under Apply your
Skills on page _____ LM Math
Grade
H. Making A circle is a set of all points Lead the pupils to give the
generalizations in a plane that are at fixed following generalization.
and abstractions distance from a point
about the lesson 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.

I. Evaluating Use a real compass or an Do another guided activity.

learning
improvised one to draw Let them make their own
circle with these given circle, cut it out into
radii. parallelogram and try to find
1 cm the area of a circle.
1.5 cm
2.5 cm
6 cm
5 cm

J. Additional Provide exercises similar Find another polygon that can

activities for
to those given in the be derive in finding the area
application or
remediation lesson. If the problem is of a triangle.
on the mastery of the area
of a circle.
 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?

Checked by: Prepared by:

ROWENA B. ANSELMO RAYMUND D. VENTUROSO

MT 2/Teacher-in-Charge Teacher III