Lesson Plan in Mathematics 5

Quarter Three

Week 4 Day 1
Lesson 15

I. OBJECTIVES:

A. Content Standard
Demonstrates understanding of polygons, circles and solid figures.
B. Performance Standard
The learner is able to construct and describe polygons, circles and solid figures.
C. Learning Competencies
Visualizes congruent polygons
M5GE-IIId-22

II. CONTENT
Geometry

III. LEARNING RESOURCES

A. References
Curriculum Guide p. 61
Learning Resources Portal
Internet/Google
Materials: laptop, projector, show me board, real objects

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
Drill
Give the name of the polygon.

Review
Tell if the polygon is regular or irregular.

1. 2. 3.

47
B. Establishing a purpose for the lesson
Today, we will find out if all polygons are congruent or not congruent.

C. Presenting examples/instances of the new lesson

Are these polygons similar? Why or why not?

 Yes, they are. These polygons are regular, and all regular polygons are similar.

Looking for the correct pair.

Materials: cutouts of polygons, ruler, protractor
Mechanics:
a. Group the pupils into 4’s.
b. Distribute envelopes with cutouts of polygons, two of which are pair.
c. Instruct the pupils to look for the pair of the polygons as shown below. Let them measure
the sides and the angles. Let them paste the polygons in pair on manila paper.
d. Ask the pupils. What can you say about the sides of each pair of polygons? What can
you say about the shape? What can you say about the angles?
e. Let the pupils draw congruent polygons and identify them.

D. Discussing new concepts and practicing new skills #1

Arlene’s grandmother made a sash for her. The pattern of the sash is show below.

a. What type of triangles are shown in the pattern? Classify each type by their sides and
their angles. ______________________
b. Are the 2 triangles in the pattern congruent? ________
c. Are the 2 squares similar? ________

48
 E. Discussing new concepts and practicing new skills #2
Circle the figure has same shape and size as the first picture.

Look at the things inside the classroom and identify the congruent sides or faces.
a. Books d. tables
b. Chalkboard e. walls
c. cabinets

F. Developing Mastery (Leads to formative Assessment 3)

Choose from the column B the figure that is congruent to each polygon in column A. Write
the letter of the correct answer on the line before each number.
A B
___1. A.

49
___2 B.

___3. C.

___4. D.

___5. E.

F.

G. Finding practical applications of concepts and skills in daily living

Draw a congruent shape as the first one.

H. Making generalizations and abstraction about the lesson

Two polygons are congruent if:
a. Both have the same shape and size.
b. Tracing of one fits the other.
c. Their corresponding angles and sides are congruent.

50
I. Evaluating Learning
Use the tracing method to tell if the two figures are congruent. Write the symbol
on the line if they are congruent. Write ≠ if they are not.
1. 4.
_______ ______

2. 5.
________ ______

3.

_______

J. Additional activities for application or remediation.

Draw three (3) sets of congruent polygons on your Math notebook.

51
 Lesson Plan in Mathematics 5
Quarter Three

Week 4 Day 2
Lesson 16

I. OBJECTIVES:

A. Content Standard
Demonstrates understanding of polygons, circles and solid figures.
B. Performance Standard
The learner is able to construct and describe polygons, circles and solid figures.
C. Learning Competencies
Visualizes and describes a circle
M5GE-IIId-23.1

II. CONTENT
Geometry

III. LEARNING RESOURCES

A. References
Curriculum Guide p. 61
Learning Resources Portal
Internet/Google
http://www.coolmath.com/reference/circles-geometry.html
Materials:Cutouts, laptop, projector, show me board, real objects

IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
Drill
Using your show me board. Draw two congruent polygons.
Review
When do we say that polygons are congruent?
B. Establishing a purpose for the lesson
Let the pupils sing a song, about circles like.
(Note: Teacher draws while pupils sing)
Small circle, small circle, big circle
Small circle, small circle, big circle
There’s mama, there’s papa waving at me
There’s mama, there’s papa smiling at me.
6 x6 is 36 6 x 6 is 36

52
 6 x6, 6 x 6 small pig

C. Presenting examples/instances of the new lesson

Say: The chord of a circle is a line segment that has endpoints on the circle.
The diameter of a circle is a line segment whose endpoints lie on the circle and which
passes through the center.
The radius of a circle is a line segment whose endpoints are the center and any point on
the circle.
A line tangent to the circle if they intersect at exactly one and only one point.
Arcs are curves that lie on the circle. They are segments of the circle.
Semicircles are arcs whose endpoints are the endpoints of a diameter. They are also
called half circles.
http://www.coolmath.com/reference/circles-geometry.html

D. Discussing new concepts and practicing new skills #1

Using the figure, identify the name that applies to each of the following.
1. P ______________________
2. PT______________________ R S T
3. UPX____________________
4. UV
5. PV U P V

W X

53
E. Discussing new concepts and practicing new skills #2

Identify each element.

b. Write True if the statement is always true. Otherwise, write False.

54
_____1. All diameters are chords.
_____2. Twice a diameter is a radius.
_____3. All radii are half of a chord.
_____4. Every chord of a circle has exactly 2 points on the circle.
_____5.The center point of the circle.

F. Developing Mastery
Group Activity
Refer to the circle below to identify the following parts of a circle.
http://www.mathworksheets4kids.com/circles/parts-medium1.pdf
Refer to Figures 1 and 2 to identify the following.

G. Finding practical applications of concepts and skills in daily living

Draw a circle and label each part.

H. Making generalizations and abstraction about the lesson

A circle is a plane figure which has no sides and angles. It is made up of a series of
points equidistant from the center.

I. Evaluating Learning

55
 J. Additional activities for application or remediation
Find any circular figure at home. Measure the diameter of it.

Lesson Plan in Mathematics 5

Quarter Three
Week 4 Day 3
Lesson 17

I. OBJECTIVES:
A. Content Standard
Demonstrates understanding of polygons, circles and solid figures.
B. Performance Standard
The learner is able to construct and describe polygons, circles and solid figures.
C. Learning Competencies
Identifies the terms related to a circle.
M5GE-IIId-23.2

II. CONTENT
Geometry

III. LEARNING RESOURCES

A. References
Learning Resources Portal
Internet/ Google
Lesson Guide in Mathematics 5
www.youtube.com/watch?v=ObaOiqbzqXo
Materials: activity sheets, show me board, laptop, projector

IV. PROCEDURE
A. Reviewing previous lesson or presenting the new lesson.
Drill/Reviews
Using your show me board. Draw a circle and label each part.

56
B. Establishing a purpose for the lesson
When you hear the word CIRCLE, what comes into your mind? Do you know that there
are some words that are related with the word circle. Let’s find out what are those.

C. Presenting examples/instances of the new lesson

www.youtube.com/watch?v=ObaOiqbzqXo
D. Discussing new concepts and practicing new skills #1
Arrange Me
Arrange the jumbled letters.

1. EMICFRNCRUECE
2. SOMACSP
3. CRA
4. SADURI
5. TIERDAME

E. Discussing new concepts and practicing new skills #2

Fill in the blanks to form a word.

1. C _ _ C L _
2. _ I R _ _ M F _ _ E _ _ _
3. _ A _ G _ N T
4. _ I _ M _ _ E _
5. S _ _ I C _ R _ L _

F. Developing Mastery
Group 1
Look for the words that are related with circle.
C S K c I R C l E C
O F S J R S I C N E
M H R O S C H P H N
P J A P G O I O V T
A I D P R A H I F E
S I I D V F J N T R
S D U J A R C T E S
S A S Y G T U O D F
C R U U O U G P S T
G H E I A M E T E R

Group II
Label the circle.

57
Group III
Identify the parts of the circle given the figure.
1. Diameter
2. Chord
3. Radius
4. Tangent
5. Central angle

G. Finding practical applications of concepts and skills in daily living

Follow the directions.

1. Draw two circles with two common points and with radii equal to 3 cm.
2. Draw two circles with common point and with diameters equal to 12 cm.
3. Draw two with no common point. The first has a radius of 2 cm and another has a
diameter of 4 cm. What did you notice about the sizes of the two circles? Why is
this so?
4. Draw two circles having the same center such that the radius of the bigger circle
is twice that of smaller circle.

H. Making generalizations and abstraction about the lesson

-A circle is a set of points equidistant from a point called center.
-The chord of a circle is a line segment whose endpoints lie on the circle.
-The diameter of a circle is a line segment whose endpoints lie on the circle and which
passes through the center.
-The radius of a circle is a line segment whose endpoints are the center and any point at the
circle. There are 2 radii in a diameter.
-A tangent line is a line that intersects a circle at exactly one point.
-A central angle is an angle whose vertex is the center of a circle.
-An arc is a curve on the circle. It is a segment of the circle.
-A semicircle is an arc of the circle whose endpoints are the endpoints of the diameter. It is
also called a semi-circle.

I. Evaluating Learning
Write True if the statement is true. If not, write False.
________1. A chord is the same as a radius.
________2. The length of a diameter is twice the length of a radius.
________3. All chords in a circle have the same length.
________4. A semicircle is 1/3 of a circle.
________5. A minor arc measures more than 180.

J. Additional activities for application or remediation

Find any circular figure at home. Measure the diameter of it.

58
59
Week 4 Day 4
SECOND SUMMATIVE TEST IN MATH 5
THIRD GRADING
Name:______________________________________________
Date:________________
I. Circle the letter that corresponds to the best answer.
1. Which figure is a regular polygon?
A. C.

B. D.

2. Which figure has 4 obtuse angles?

A. C.

B. D.

3. Which figure has 2 pairs of unequal sides that are parallel?

A. C.

60
 B. D.

4. Which figure has 2 pairs of equal sides that are parallel?

A. C.

B. D.

5. Which figure does not belong to the group?

A. C.

B. D.

For numbers to 6 to 9, refer to the congruent figures below.

A B L K

C E M N

D F O P

6. Which is the corresponding part of the side KN?

A. BE C. DC
B. AC D. EF

61
 7. Which is the corresponding angle of ∠E?

∠D ∠L
∠N D. ∠M
A. C.

B.
8. If you draw a line from point C to point E, what polygons are formed?
A. Triangles C. paralleograms
B. Rhombuses D. hexagons
9. Which sides are equal?
A. AC and KL C. OP and CD
B. LM and DF D. KL and AB

10. Which of the following is an example of trapezoid?

A. C.

B. D.

II. Answer the following.

A. How many does a circle have? ______________________
B. An instrument used to form a circle with equal measure of radii _________________
C. A 4 sided polygon with all sides congruent and all angles measuring 90⁰ is called
____________________
D. A right angle measures______________________
E. What do you call a line segment whose endpoints are on the circle?
F. A line segment that has endpoints on the circle is called _________________.
G. What do you call a polygon with 10 sides?
H. The set of points that is equidistant to a point called the center is a
_______________.
I. What do you call a closed figure that has sides and angles?
J. Two polygons are ________________ if they have equal measure of sides and
angles.

62
 LESSON PLAN IN MATHEMATICS 5
Third Quarter

Week 4 – Day 5
Lesson 18: Drawing circles with different radii using a compass

I. Objective:
A. Content Standard: Demonstrates understanding of polygons, circles, and solid figures.
B. Performance Standard: Constructs and describes polygons, circles, and solid figures.
C. Learning Competency: Draws circles with different radii using a compass. (M5GE-IIIe-
24)

II. Content: Drawing circles with different radii using a compass

III: References: Curriculum Guide p. 61

IV. Procedure:
A. Reviewing previous lessons or presenting the new lesson.
What are the different terms that you have learned related to a circle?
B. Establishing a purpose for the lesson
Today, you will be able to draw circles with different radii using a compass.
C. Presenting examples/instances of the new lesson

Use a compass to draw a circle of radius 4 cm.

Compass:

63
Solution:

Step 1: Use a ruler to set the distance from the point of the compass to the pencil's lead at
4 cm.
Step 2: Place the point of the compass at the centre of the circle.
Step 3: Draw the circle by turning the compass through 360º.

To draw a circle (or arc) with a compass:

 make sure that the hinge at the top of the compass is tightened so that it does not slip
 tighten the hold for the pencil so it also does not slip
 align the pencil lead with the compass's needle
 press down the needle and turn the knob at the top of the compass to draw a circle
(or arc)

D. Discussing new concepts and practicing new skills #1

64
 Learn to use a compass to draw circles.
a. Draw many circles with the compass.
b. Now, set the radius on the compass to be 3 cm, and draw a circle.
You can do that by placing the compass next to a ruler, and adjusting the radius of
the compass until it is 3 cm as measured by the ruler. Some compasses show the radius
for you, so you won't need a ruler.
c. Draw a circle with a radius of 5 cm.
d. Draw a circle with a radius of 1 ½ in.

E. Discussing new concepts and practicing new skills #2

3. a. Draw two diagonals into this square. Draw a point
where they cross (the center point of the square).
Now, erase the lines you drew, leaving the point.
b. Draw a circle around the square so that it touches
the vertices of the square. Use the point you drew
in (a) as the centerpoint.
c. Fill in: The _____________________ of the circle
has the same length as the diagonal of the square.

F. Developing Mastery (Leads to formative Assessment 3)

Draw the following circles with radius measures:
1. 8 cm 2. 12 cm 3. 22cm

G. Finding practical applications of concepts and skills in daily living

Draw a radius or a diameter from the given point. Use a ruler. Look at the example.

Here, a radius is drawn a. Draw a radius b. Draw a radius from

from the given point. from the given point. each of the given points.

65
 d. Draw a diameter for
the smaller circle and e. Draw a radius from
a diameter for the bigger the
c. Draw a diameter circle from the given point A and a diameter
from the given point. points. from the point B.

H. Making generalizations and abstraction about the lesson

To draw circles with different radius:

Step 1: Use a ruler to set the distance from the point of the compass to the pencil's lead
at given measure
Step 2: Place the point of the compass at the centre of the circle.
Step 3: Draw the circle by turning the compass through 360º.

To draw a circle (or arc) with a compass:

1. make sure that the hinge at the top of the compass is tightened so that it does not slip
2. tighten the hold for the pencil so it also does not slip
3. align the pencil lead with the compass's needle
4. press down the needle and turn the knob at the top of the compass to draw a circle
(or arc)

I. Evaluating Learning
Draw a circle with:
1. radius=5cm
2. radius=13cm
3. radius=10.5 cm
4. radius=15cm
5. radius=6cm

J. Additional activities for application or remediation

1. Use a compass to draw a circle of radius 6.5 cm.
2. Draw a diameter and label it PQ.

66