Teaching Date and Time: : _______________________

Grade Level: Grade 5

Learning Area: Mathematics
Quarter: 3rd Quarter
Day/Week Thursday/Week 5
Daily Lesson Plan

I. OBJECTIVES
The learners demonstrate understanding of the basic concepts of polygons,
A.)CONTENT STANDARD
circles, and solid figures.
The learner should be able to makes models of different solid figures;
B.) PERFORMANCE STANDARDS
cylinder, cone, and sphere using plane figures
C.) MOST ESSENTIAL Makes models of different solid figures; cylinder, cone and sphere using
LEARNING plane figures
COMPETENCY Code: M5GE-IIIe-26
D.UNPACKED
MELC/LEARNING
OBJECTIVES
II. CONTENT Geometry
III. LEARNING RESOURCES
A.) Reference Module Grade V
Grade 5 TG and LM
B.) Textbooks Math 5 (21st Century MATHletes pp. 240-243)
MELCS-Mathematics. p. 33
C.) Other sources Cartolina, pair of scissors, paste, flash cards, spatial figures, and used folders
IV. PROCEDURE DEVELOPMENTAL ACTIVITIES
A.) Reviewing previous Preliminary Activities:
lesson or presenting the 1.) Checking of Attendance
new lesson 2.) Setting of Classroom Standard

CLASSROOM STANDARD

1.) Be on time.
2.) Raise your hand if you have questions and want to answer.
3.) Respect or listen to your classmate talking infront.
4.) Wait for your turn.
5.) Keep your space tidy.

Let a pupil read the classroom standard

(PROPEL

ELICIT

1.) Drill (Let the pupil answer as fast as they can)

Name the solid figure that each object represents.

Representation Solid Figure Representation Solid Figure
1.) book 6.) Globe
2.) Tent 7.) Party hat
3.) Funnel 8.) Fluorescent lamp
4.) Drum 9.) Soccer ball
5. volcano 10.) Roff of a house

2. Review
 Compare and contrast the plane figures from the solid figures.

SIMILARITIES DIFFERENCES

What is the difference between plane and solid figures?

Is there a relationship between the two?
Explain your answer?

B. Establishing a purpose for ENGAGE

the lesson 1) Group the pupils into Learning Barkadas
2) Provide each group pieces of used folders, pair of scissors, and pastes
3) Let them make cube and prism out of these materials.
4) The first to make 3 will be declared winner.

C. Presenting examples/ EXPLORE

instances of the new lesson. 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 part.

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 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 EXPLAIN

and practicing new skills #1 Show a picture of a cylinder, cone and sphere
Explain to them that cylinder, cone and sphere are non-polyhedron, while
triangular prism, rectangular prism, pentagonal prism, triangular,
rectangular pyramid and pentagonal pyramid are polyhedrons.

vertex
base
base

A cylinder is a solid with congruent parallel circular bases connected by a

curved surface.
A cone is a solid with a circular base connected by a curved surface to a
single vertex.
A sphere is a set of points spaces that are the same distance from a given
 point. A sphere has no faces, edges or vertices.

Let the pupils compare the Polyhedra and non-polyhedra

Non - polyhedra polyhedra

(plural for polyhedron)
E. Discussing new concepts Group the learners into 3 groups.
and practicing new skills #2 The teacher will give each group an envelope on suggested activity. Each
group will choose the following role so that each member will participate.
Leader – One who leads the group
Secretary – One who writes the answer for the group
Reporter – One who reports the output of the group.
Time Keeper – One who records the time.

When the groups are done with the tasking, the teacher will introduce
Norms in making an activity and introduce rubrics to be guided in doing
the tasks. These rubrics will be used in assessing their outputs and group
performance.

STANDARDS FOR GROUP ACTIVITY

1. Respect each other.

2. Try not to show aggression or hostility.
3. Participate actively in work.
4. Share responsibilities.
5. Be a good listener, responding to other’s contribution.
6. Give thoughtful feedback.
7. Stay in your group

(Let somebody read the standards for group activity)

(PROPEL
RUBRICS
Criteria 5 3 2
Promptness The group who The group The group who
finished the activity finished activity 3 finished the
on or before the minutes after the activity more than
given time. given time. 5 minutes the
given time.
Cooperatio All the members 1 member did not More than 1
n actively actively member did not
participated in participate. actively
performing the participate.
activity.
Accuracy All the answers are One answer is not More than one
correct. correct. answers are not
correct.

Group 1: Build a Solid Figure

Build a Solid Figure using various materials and describe your creation
using descriptive language.

Procedure:
 1. Provide the group with a set of materials for building solid figures.
2. Explain to the learners that they will be working together to build a
solid figure and then describing their creation to the rest of the
class.
3. Instruct the learners to work together to build a solid figure using
materials provided. Encourage them to be creative and used their
imaginations.
4. Once the group have completed their creations, provide the group
with paper and pencil to record a description of their solid figure.
Instruct them to include details such as the shape, size, texture and
any unique features or characteristics.
5. After the group have finished, let them present their solid figure to
the rest of the class and read their description. Encourage the other
students to ask questions or provide feedback.
6. Wrap up the activity by discussing with the class what they learned
about solid figures and how descriptive language can be used
effectively communicate their properties.

Group II: Draw a cylinder and cone and sphere then complete the
table.
Solid Figures Illustration No. of Real life representation
Faces of object

Cone

sphere

Cylinder

Group III: Name solid figures that resemble the following objects and
then describe its faces.

1. Party hat
2. Glass
3. globe

F. Developing mastery (Leads Activity: Matching Game

to Formative Assessment) 1.) Divide the class into 2 groups.
2.) The firs group will be given activity cards with the name of the solid
figures.
3.) The second group will be given activity cards with description of
particular figures.
4.) Let the activity card holders raise the activity cards they are holding.
5.) Each of them will try to find their partner
6.) The first to match the cards correctly wins.
 7.) Let each pair stand in front and read their activity cards.
Activity: Matching Game
G. Finding practical
1.) Blindfold a volunteer pupil.
applications of concepts and
2.) Let him/her hold a picture of a solid figure.
skills in daily living
3.) Let him/her identify and describe it.

How do you make/construct models of solid figure?

H. Making generalizations and
How will you determine is a polyhedron or not?
abstractions about the lesson
EVALUATE
Answer the following. Encircle the letter of the correct answer.

1.) How many faces does a cone have?

A.) 2 B.) 4 C.) 1 D.) 8
2.) Which is not a polyhedron?
A.) prism B.) cone C.) cube D.) pyramid
I. Evaluating Learning
3.) How many vertices does a cone have?
A.) 6 B.) 1 C.) 4 D.)10
4.) Which solid has 2 circular flat surfaces?
A.) cylinder B.) pyramid C.) sphere D.) prism
5.) Which solids which has no faces, edges and vertices?
A.) cone B.) cylinder C) prism D.) sphere

EXTENT
Let the pupil draw the figure below and let them color their work.

Draw Me
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?

PREPARED BY:

JOCELYN B. MOMAY ALMA A. VALLENTE

Panampalay Elem . School Tanayan Elem. School
Math