GRADES 1 to 12
DAILY LESSON LOG
School:
Grade Level:
V
Teacher:
Learning Area:
MATH
Teaching Dates and Time:
WEEK 1
Quarter:
4TH Quarter
GRADES 1 to 12 DAILY LESSON LOG | School: | Grade Level: | V | |
Teacher: | Learning Area: | MATH | ||
Teaching Dates and Time: | WEEK 1 | Quarter: | 4TH Quarter |
MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
| Identify the diameter and radius of the circle | ||||||||
| demonstrates understanding of area, volume and temperature. | ||||||||
| is able to apply knowledge of area, volume and temperature in mathematical problems and real-life situations. | ||||||||
Write the LC code for each | visualizes area of a circle. Identify the diameter and radius of the circle Illustrates circle with different radii Find enjoyment in doing the activity M5ME-IVa-72 /Page 63 of 109 | Derives a formula in finding the area of a circle Illustrates circle with different orientation Find enjoyment in doing the activity M5ME-IVa-73/Page 63 of 109 | derives a formula in finding the area of a circle . M5ME-IVa-73 | Identifies the base, percentage, and rate in the problem. M5NS-IIIa-138 | Identifies the base, percentage, and rate in the problem. M5NS-IIIa-138 | ||||
| •Visualizing the area of a circle •Knowledge about measuring instrument | •Deriving a formula in finding the area of a circle •Knowledge about measuring instrument | •Deriving a formula in finding the area of a circle •Knowledge about measuring instrument | •Define percentage, rate or percent and base. | •Define percentage, rate or percent and base. | ||||
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| K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311 | K to 12 Curriculum Guide (M5NS-IIIa-138) Lesson Guide in Mathematics 5 pp. 417 Lesson Guide in Math 6 p 311 | |||||||
| BEAM LG Gr. 5 Module 14 - Area | DLP Gr. 5 Module 49 BEAM LG Gr. 5 Module 14 – Area Lesson Guide in Elem. Math Gr. 5 p.382 MISOSA Gr. 5 Module – Area of a Circle | |||||||
| XL Excelling in Mathematics 5 Mathematics 5 &6 Lesson Guides http://www.slideshare.net/GradeSix1/lp-circle M5ME –Iva 72 | XL Excelling in Mathematics 5 Mathematics 5 &6 Lesson Guides | XL Excelling in Mathematics 5 Mathematics 5 &6 Lesson Guides Code: M5ME –IVa 73 | ||||||
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| chart, ruler, real circle objects, pencil, compass | A large, heavy-paper or cardboard circle, about 12" in diameter, scissors, rulers, colored markers or crayons | 5 pieces of hundred square grid cardboard and crayons | ||||||
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| Have a review on solving problems involving circumference of a circle. Review the formula, give examples, and then give exercises for the pupils to do. | 2.Review Have a review about the parts of the circle. | Drill on percent Parade of Colors Materials: 5 pieces of hundred square grid cardboard and crayons Mechanics: a. Divide the class into 5 groups. b. Distribute cardboards, one of each group. c. Let pupils shade different portions 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.
| Review Concept Development Material: fraction strips Mechanics: a. Form 5 groups. b. Distribute fraction strips equally among the groups and place them face down in a pile. c. Pupils look at the top card, name fraction and the name percent for the fraction. d. The group with the most number of correct responses wins the game. | |||||
| Ask the pupils Is a circle a polygon? Why? and why not? | Ask the pupils If the shape of the circle can be parallelogram | Motivation: Action Song (Body Exercise) Tune: Are you Sleeping 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% | ||||||
| 1.Presentation A.Have the pupils observe 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. | Present a parallelogram. | Present group activity Acting Out: My Favorite Fruit | ||||||
| 2.Performing the Activities Group Activity Divide the class into five groups. Distribute the cue card and let them answer the cards. Let them discuss. Use circle cero to complete the following statements: 1.The distance from point O to point F is __________. 2.The distance from point O to point M is __________. 3.The distance from point O to point G is __________. 4.If point G, O and F lie on one line, the distance from point G to F is _______. B.Have the pupils observed the circle. Introduce the Radius and Diameter of a circle. Show examples of radius that are connected to the tangent and from a center. Use compass in drawing a circle. | 1.Discuss with students practical applications for finding the area of a circle. Explain the problems associated with partitioning a circle into unit squares to find its area. Elicit suggestions on how the area might be determined. 2.Pass out the paper circles, scissors, rulers and colored markers or crayons. 3.Have students draw a diameter (it does not need to be exact), and use two different colors to fill in the resulting semicircles. 4. Instruct students to cut the circle in half along the diameter. Then have them cut each of the resulting semicircles in half again. There are now a total of four pieces, two of each color. 5. Ask students to assemble the four pieces, alternating colors, so that they form a shape which resembles a parallelogram | Mechanics; 1. Divide the class into 8 groups. 2. Teacher will presents a question: If you were to choose which fruits would you like to eat everyday? 3. Each group decides on their favourite fruit among the fruits posted on the board. 4. Teacher request the 8 group leaders to stand at the back of the classroom. 5. As the teacher gives the signal, the leaders go to the fruit the fruit chose. 6. The teacher ask the leaders to explain their choices. 7. Let the pupils form the ratios for each fruit chosen: number of groups who chose the fruit To the total number of groups. 8. Convert the ratios to fractions then to percent. | ||||||
| Group Activity Divide the class into five groups. Distribute the cue card and let them answer the cards. Let them discuss. Use circle cero to complete the following statements:
The distance from point O to point F is __________. The distance from point O to point M is __________. The distance from point O to point G is __________. If point G, O and F lie on one line, the distance from point G to F is _______. 1. The distance from point O to point F is __________. 2. The distance from point O to point M is __________. 3. The distance from point O to point G is __________. 4. If point G, O and F lie on one line, the distance from point G to F is _______. B. Have the pupils observed the circle. Introduce the Radius and Diameter of a circle. Show examples of radius that are connected to the tangent and from a center. Use compass in drawing a circle. | 2.Performing the Activities Group Activity. Divide the class into three groups. Distribute the activity card and let them follow the direction written in the activity card. Group A.Have students cut each of the sectors in half, once more, resulting in a total of 8 equal sectors, four of each color. Ask students to assemble the eight pieces, alternating colors, so that they form a shape which resembles a parallelogram. Group B. Have students cut each of the sectors in half, once more, resulting in a total of 16 equal sectors, eight of each color. Ask students to assemble the sixteen pieces, alternating colors, so that they form a shape which resembles a parallelogram. Group C. Solicit suggestions as to how to make the shape even more like parallelogram. (This can be achieved by cutting each of the sectors in half over and over again). Note: Do not allow students to create more than 16 sectors since they can become unmanageable. Explain the following points. • This is very close to 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. | Discussion a. How many group are there? 8 b. How many chose apple? 6 c. How do we write it in percent? 75% Say: We can write: 75% of 8 = 6 We deal with the three elements: rate, base and percentage:
75% of 8 = 6 Rate Base Percentage The relationship among the three is: R x B = p or P = R x B 75% is the rate. The number written with the word “percent” or with the symbol “%” It can be expressed as a ratio of fraction . 8 is called the base. The total or whole and it is the number that usually follows the phrase “percent of” or “% of”. 6 is called percentage. It is the part of the whole. We can also use the Techan’s Triangle to identify rate, base and percentage. 75% 8 | ||||||
(Leads to Formative Assessment 3) | After the presentations of each group, ask: how did you find the activity? Did you able to visualize the area of the circle? What value is developed in performing the activity? Expected Answers: A little bit confusing Yes by listening to the teacher explanation Enjoyment and Cooperation | 3.Processing the Activities After the presentations of each group, ask: how did you find the activity? Did you able to derive a formula in finding the area of the circle? What value is developed in performing the activity? Expected Answers: • A little bit confusing • Yes by listening to the teacher explanation • Enjoyment and Cooperation | Performing the Activities A. Using flashcards. Identify the rate, base and percentage. B. Have the pupils work in group. The teacher gives problem statements wherein the pupils Identify the rate, base and percentage: Group 1: Paolo listen very well to the teacher during the discussion of the lesson. When they were given a 5-itm test he got 4 correct answer. He has a grade of 80%. Group 2: There are 40 pupils in a class. Seventy-five percent of them are present. 30 pupils are present 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. | Processing the Activity Let the group present their output. Check their work one at a time. How did you find the activity? How can we identify the rate? base? Percentage? Say: We can identify the rate easily because it is the number with the symbol % or number with the word “percent”. Base is the whole number which you take the percent while percentage is the part of the whole. We can also use Techan’s Triangle to identify the rate, base and percentage | |||||
| Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V. | 4.Reinforcing the Concept and Skill Ask the pupils to answer the activity under Get Moving on page ___ LM Math Grade V. Ask them also to answer the activity under Keep Moving on page ____ LM Math Grade V. Applying to New and Other Situations Have the pupils do the exercises under Apply your Skills on page _____ LM Math Grade | Reinforcing the Concept and Skill Discuss the presentation on Explore and Discover on page ____ of LM Math Grade 5. Ask the pupils to work on items 1 to 10 under Get Moving, on page ___ of LM Math 5 Check the pupils’ answers. For mastery, have them answer the items under Keep Moving on page _____ of LM Math Grade 5. | ||||||
| A circle is a set of all points in a plane that are at fixed distance from a point 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. | Lead the pupils to give the following generalization. | Lead the pupils to give the following generalization by asking: How can you identify the rate, base and percentage? Rate is the number written with the word “percent”. It is express in percent form. Base is the total or whole and it is the number that usually follows the phrase “percent”. Percentage is the part of the whole. Techan’s Triangle is also used in identifying rate, base and percentage. | ||||||
| Use a real compass or an improvised one to draw circle with these given radii. 1 cm 1.5 cm 2.5 cm 6 cm 5 cm | Do another guided activity. Let them make their own circle, cut it out into parallelogram and try to find the area of a circle. | Assessment Identify the rate, base, or percentage in the following problems. 1. 50% of 78 = 39 2. 10% of 60 = 6 3. A 20% or P 4 600 is the down payment for a brand new TV set. The original price of the TV set is P 23 000. 4. Carlo invest P 750 000 at 6 % simple interest a year. His interest is P 48 750. 5. Melissa has 120 kilograms of rice. Her mother sold 105 kilograms. Is she right to tell her mother sold 87.5% of what she sold? | ||||||
| Provide exercises similar to those given in the lesson. If the problem is on the mastery of the area of a circle. | Find another polygon that can be derive in finding the area of a triangle. | Identify the R, B, and P in the following statement. 1. 180% of 200 is 360 2. 35% of 90 is 31.5 3. P 100 is 4% of P2 500 4. 51 children, 66 % of them are boys, 34 are boys 5. 16 is 20% of 80 | ||||||
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