Daily Lesson Log

Grade Level: 5
Subject: Mathematics
Topic: Terms Related to a Circle
Date: February 17,2025

Objective:

By the end of the lesson, students will be able to:

 Identify and define key terms related to a circle, such as radius, diameter,
circumference, center, and arc.

1. Engage

Activity:
Start by showing students a real-world object shaped like a circle (e.g., a clock, a
wheel, or a pizza).
Ask the class: "What do you notice about this object?" "What are some parts of
the object that you think have names?" Encourage them to think about the
shapes and relationships. This engages their curiosity about the circle.

2. Explore

Activity:
Provide students with circular objects, such as paper plates or printed circle
diagrams. Ask them to work in pairs to measure and identify parts of the circle
(radius, diameter, center, etc.) using rulers and protractors.

Encourage them to discuss with their partners the differences between these
parts and how they relate to each other. As students explore, walk around to
provide support and ask guiding questions:

“Can you find the middle point of the circle?”

“How would you measure the distance from the center to the edge?

3. Explain

Activity:
After the exploration, present a large circle diagram on the board, labeling the
terms:

Radius: The distance from the center to any point on the circle.
Diameter: A line that passes through the center and touches two points on the circle. It
is twice the length of the radius.

Circumference: The total distance around the circle.

Arc: A portion of the circumference.

Center: The middle point of the circle, equidistant from all points on the circumference.
Explain each term with simple definitions and real-world examples.

Draw connections between the terms, showing how the radius and diameter relate to
the circumference.

4. Elaborate

Activity:
Have students work individually on a worksheet that includes different circle
diagrams.

They should label the parts of each circle (center, radius, diameter, etc.) and
answer questions such as:

“If the radius is 5 cm, what is the length of the diameter?”

“What do you think the circumference would be if the radius were doubled?”

After completing the worksheet, discuss the answers as a class and provide
explanations for any misunderstandings.

5. Evaluate (10 minutes)

Activity:
To evaluate understanding, give a short quiz or oral assessment where students
must:

A. Label the parts of a circle on a diagram.

B. Define key terms (Ex., What is the radius of a circle?).
C. Solve a simple problem using the terms (Ex., “If the diameter is 10 cm,
what is the radius?”)

Reflection:

 After the lesson, reflect on how well the students understood the terms related to
a circle.
 Did they engage well in the exploration?
 Were they able to identify and explain the terms clearly during the "Explain" and
"Elaborate" phases?
 Consider adjusting the lesson plan if some terms need further reinforcement.
Daily Lesson Log: Determining the Next Term in a Repeating Pattern & Creating
Repeating Patterns

Subject: Mathematics

Grade Level: Grade 1

Curriculum Guide: Matatag Curriculum

Lesson Focus: Determine the Next Term in a Repeating Pattern & Create
Repeating Patterns Using Objects, Images, and Numbers

Objectives

At the end of the lesson, the students should be able to:

1. Identify repeating patterns in various forms (objects, images, numbers).

2. Determine the next term in a given repeating pattern.
3. Create their own repeating patterns using objects, images, and numbers.
4. Use the language of patterns (e.g., “repetition,” “sequence,” “term”).

Materials Needed

 Paper
 Crayons/Markers
 Cut-out objects (e.g., circles, squares, triangles)
 Pattern cards or printed images
 Number cards (1-10)
 Chart paper
 Whiteboard and markers

1. Engage

 Activity: Show students a simple pattern (e.g., red, blue, red, blue) using colored
objects (or images) and ask: “What comes next?”
 Encourage the class to share their answers and explain why they think that’s the
next item.
 Question: “Have you ever seen a pattern like this in your home, school, or
outside? What do you think a pattern is?”

Purpose: This will activate prior knowledge and introduce the concept of patterns in a
relatable and hands-on manner.

2. Explore
  Activity 1: Provide students with a set of objects or pictures (e.g., a combination
of circles, squares, and triangles). Ask them to create their own repeating
patterns by arranging these objects in a sequence (Ex., circle, square, circle,
square).
 Activity 2: Provide students with number cards (1-5) and ask them to create a
pattern using numbers (Ex., 1, 2, 1, 2).
 Walk around the classroom as students explore creating their own repeating
patterns and offer assistance when necessary.

Purpose: This phase allows students to hands-on practice in recognizing and creating
repeating patterns with various materials.

3. Explain

 Discuss the term "repeating pattern" and give examples of different kinds of
repeating patterns (Ex., objects, shapes, numbers).
 Key Vocabulary: Pattern, Sequence, Repetition, Term
 Teacher Demonstration: Show the class how to extend a given pattern (Ex.,
red, blue, red, blue, what comes next? Answer: red).
 Explain that patterns are repeated sequences, and understanding them helps us
predict the next item in the pattern.

Purpose: This phase introduces the concept formally and helps students connect their
previous exploration with the language of patterns.

4. Elaborate

 Activity: Give students a challenge where they are asked to extend a more
complex pattern (Ex., 3, 5, 3, 5, 3, what comes next? Answer: 5). Allow students
to work in pairs or small groups to create and predict the next term in a series of
patterns.
 Group Discussion: Ask students to share how they determined the next term in
the pattern and the methods they used. Use guiding questions like:
o “How did you figure out the next term?”
o “What would happen if we changed the pattern slightly? How would it
affect the next term?”

Purpose: This phase extends their understanding and allows them to apply the concept
in varied contexts.

5. Evaluate

 Assessment Activity: Distribute a worksheet or have students complete a short

activity where they:
1. Identify the next term in a series of patterns (both visual and numerical).
2. Create their own repeating pattern using objects, numbers, or images.
 Class Discussion: Reflect on the learning experience. Ask the students what
they found easy or challenging about identifying and creating patterns.
Purpose: This evaluates the students' understanding and gives an opportunity to
assess their grasp of repeating patterns.

Reflection and Closing

 Ask students to reflect on how they can see patterns in everyday life (Ex., stripes
on clothes, traffic lights).
 Encourage students to continue creating patterns at home and observe patterns
around them.

Extension/Homework:

 Have students create a pattern with household items (Ex., toys, kitchen objects)
and bring it to class the next day.
 Ask students to write about a place or activity where they noticed a repeating
pattern.

Assessment and Feedback

 Observe students’ ability to identify and extend patterns during the exploration
and elaboration phases.
 Review their created patterns during the evaluation stage to gauge their
understanding.

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