School: SOUTH 1-A CENTRAL SCHOOL Grade Level: V

GRADE 5
DAILY LESSON LOG Teacher: ANTHONETTE LLYN JOICE B. BURGOS Learning Area: MATHEMATICS
Teaching Dates and
Time: FEBRUARY 12-16, 2024 (WEEK 3) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

[Link]
[Link] Standards The learners Demonstrates understanding percent
[Link] Standards The learner is able to apply percent in mathematical problems and real-life situations
[Link] Visualizes, name and describes Describes polygons with 5 or Describes and compares Describes and compares Draws polygons with 5 or
Competencies/Objectives polygons with 5 or more sides. more sides properties of polygons properties of polygons more sides
M5GE-IIIc19 Code: M5GE-IIIc-19 ( regular and irregular (regular and irregular Code: M5GE-IIIc-21
polygons polygons)
.M5GE-IIIc-20 Code: M5GE-IIIc- 20
[Link] Visualizing, Naming and Visualizing, Naming and Describing and Comparing Comparing properties of Drawing polygons with 5
Describing Polygons with 5 or Describing Polygons with 5 or Properties of Polygons regular and irregular or more sides
More Sided Polygons More Sided Polygons ( Regular and Irregular polygons
Polygons )
III. LEARNING RESOURCES
[Link]
[Link]’s Guide pages CG p.61 CG p.61 CG p.61 CG p.61 CG p.61
[Link]’s Materials pages
[Link] pages Growing Up with Math 5, p. 21st Century Mathematics
215 5, pages 293-297
[Link] materials from DepEd Learning Portal Math 5 – DLP Grade4 Module 72 DLP Module 46 Grade 5
learning resource (LR) portal Module 46: Drawing 5 or more-
sided polygon (7267
[Link] Learning Resource cut-outs, geoboard Cutouts, drawings, real objects Cut-outs, powerpoint drill board, flash cards, Metacards, PowerPoint
writing materials presentation, cutouts
[Link]
[Link] previous lesson or Korek ka ba dyan? 1. Drill Checking of assignments A. Reviewing Previous 1. Drill
presenting the new lesson Mechanics: Directions: Identify the different Identify the different Lesson Game: # Hashtag Like!
a. Group the pupils into geometric figures geometric figures 1. Drill- Conduct a game on Mechanics:
4’s. 2. Review (see DLP) identifying different 1. Group the pupils into
b. Distribute envelopes Game: What am I? Look at our blackboards geometric figures 4’s
with geometric figure to each Directions: Identify what is being Do they have the same size Strategy: I Can Name That 2. Distribute envelopes
group such as drawings of described in each item. and shape Figure) with geometric figures to
parallel lines, intersecting lines, 1) I am a 3-sided polygon with Look around the room. Materials: box, cards of each group
ray, line segment, congruent sides. What objects have the same geometric figures, music such as drawings of
perpendicular lines. 2) I have one pair of parallel size and shape? player parallel lines, intersecting
c. As the teacher sides. Mechanics: lines, ray, lines,
flashes the words, the pupils 3) All my sides are congruent The game is modified line segment and
will get from the envelope the and no right angles. “Passing the Bouquet”. perpendicular lines.
geometric figures and put it on 4) I am a 3-sided polygon with 2 When the music starts, the Page550
the board assigned for the congruent sides. box with geometric figures 2. As the teacher flashes
groups. 5) My 4 sides are equal. All my is passed from one pupil to the words, the pupils will
sides from right angles another. When music get from the
stops, the pupil holding the envelope the geometric
box gets a card, will name figures and put it on the
the figure. He gets the card board assigned for the
if his answer is correct and groups. When the answer
returns the card inside if is correct the teacher will
the answer is wrong. The show a readymade
game continues until all the symbol.
cards are taken. 2. Review
2. Reviewing Previous Strategy: Think Pair Share
Lesson Game: What am I?
Game: Guessing Game 1. I am a 3-sided polygon
Teacher flash the strips of with congruent sides.
cartolina with written 2. I have one pair of
descriptions of polygons. parallel sides.
Let pupils guess the figure 3. All my sides are
individually. congruent and no right
1. All my 4 sides are angles.
congruent and no right 4. I am a 3-sided polygon
angles. ( rhombus) with 2 congruent sides.
2. I have one pair of 5. My 4 sides are equal. All
parallel sides. ( trapezoid) my sides are right angles.
3. I am a 3- sided polygon
with 2 congruent sides
(Isosceles triangle)
4. I am a 3-sided polygon
with congruent sides.
(equilateral triangle)
5. Both pairs of opposite
side are parallel. Who am
I? (Parallelogram)
6. My 4 sides are equal. All
my sides form right angles.
 (square)
[Link] a purpose for the “What am I” – kinds of angles The teacher shows different Game : What am I? Activity 1: Look around our The teacher shows
lesson The teacher flashes a cutouts and real objects. 1. I am a 3-sided classroom. Name some different pictures or real
card with the following What do you see class? polygon with congruent sides. objects in our objects like:
questions. Let it be answered How many sides are there in the (equilateral triangle) classroom and name their What do you see in the
by the pupils. picture? 2. I have one pair of shape. first picture? Second?
a. I measure less than parallel sides. ( trapezoid) Activity 2: Distribute paper Third?
90°. 3. All my 4 sides are cut outs to each of the 5 How many sides are there
b. I measure 110° congruent and no right angles. groups of pupils. Without in the pictures?
c. I measure 18° ( rhombus) talking to each other, let Original File Submitted
d. I measure 90° d. I am a 3- sided them form two triangles. and Formatted by DepEd
e. I measure more polygon with 2 congruent The first group to finish will Club Member - visit
than 90° but less than 180° sides ( Isosceles triangle ) be given a chance to [Link] for more
e. My 4 sides are describe and compare the
equal. All my sides form right figures they formed .
angles. (square) Ask: What help you formed
the figures in a short period
of time?
[Link] Examples/ Using the laptop let the pupils Strategy: Geoboard Game Present these figures Present these figures Approach: Constructivism
instances of the new lesson draw different polygons (Looking for Pattern) Strategy: Direct Instruction
Materials: geoboard, rubber Activity: TGA
band Materials: geoboard,
The teacher uses geoboard in rubber band
presenting the lesson Tell: The teacher tells that
they will use geoboard in
presenting the
lesson.
Guide: Using geoboard,
pupils will be instructed to
make different
polygons.
How many sides are there in the Act: Let them show
polygon shown in the geoboard 4,5,6,7, etc. sided
What do you call a polygon with polygons.
5 sides? 6 sides/ 7 sides? Etc. Activity: Jigsaw Method
Let the pupils show 5,6,7,etc Strategy (TDAR )
sided polygon using the Have members of each
geoboard and let them identify group use the TDAR
it. Activity wherein they will
Think, Discuss, Act
 Collaboratively and Reflect
on the result of their
activity.
 How many sides are
there in the polygons
shown ?
Page545
 What do you call a
polygon with 6 sides?
 Are they the same? Why?
 How do they differ?
Let each group report their
collaborative output.

[Link] new concepts and What kinds of polygons were Strategy: Activity Work a. Group the pupils into four. Material : cut-outs of 5-12 How many sides are there
practicing new skills #1 made? Materials: cutouts of 5-12 sided b. She or he sided polygons. in the polygon shown in
How did you say that it is a polygons distributes cutouts placed in Mechanics : the geoboard?
polygon? Mechanics: an envelope. a. Group the pupils into What do you call a
Etc. a. Group the pupils into four. c. Let the pupils paste three. polygon with 5 sides? 6
Page536 the cutouts intended for the b. Distributes cutouts sides? 7 sides? etc.
b. She or he distributes cutouts different column as shown placed in an envelope to Let them draw 5-12 sided
placed in an envelope. below. each group. polygon?
c. Let the pupils paste the c. Let the pupils compare
cutouts intended for the Cuto Num Na Leng the figure intended for
different column as shown ut ber me th of their group and
below of of each complete the table below.
Cutout # of Name sides poly side Group I
sides of gon (sam
polygon e or
not
same
)

6
sides
 Group II

GROUP III

What are the different

kinds of polygon?
What is a regular polygon?
Irregular polygon?
Compare the charts of a
regular and irregular
polygons.
[Link] new concepts and Present these figures using a Directions: Draw the following Call a leader to report for Call a leader to report Strategy: Working in Pair
practicing new skills #2 geoboard polygons. the group. for the group. Directions: Draw the
1. Heptagon Ask. What are the different Ask. What figure is formed? following:
2. Pentagon kinds of polygon? What can you say about its 1. Heptagon
3. Hexagon What is a regular sides? Page551
4. Parallelogram polygon? Irregular polygon? Is it regular or 2. Hexagon
5. Decagon Compare the charts of a irregular? Why? 3. Octagon
regular and irregular polygons 4. Nonagon

How many sides are there in

the polygon shown in the
geoboard?
What do you call a
polygon with 5 sides? 6 sides?
7 sides? Etc?
Let the pupils show 5,
6, 7, etc. sided polygon using
 the geoboard and identify it.

[Link] Mastery Material : cut-outs of 5-12 Directions: Group the class into Discuss the presentation A. Directions: Name Approach: Constructivism
sided polygons. 3. Let each group perform the under Explore and Discover on the set of figures Strategy: Activity based
Mechanics : activity written on the activity page ___, LM Math Grade 5. below. Tell using 3 A’s
a. Group the pupils into sheet. Let the pupils do the activity whether it is Group I. Act
four. Group I- On an Illustration under Get Moving on page regular or not. Using bamboo sticks or
b. She or he distributes board, make models of different ___, LM Grade 5. Check the plastic straw ( to be
cutouts placed in an envelope. polygons. pupil’s work. provided by the teacher)
c. Let the pupils paste Group II- Using bamboo sticks or make models of the 5-12
the cutouts intended for the plastic straws, make models sided polygons. Use string
different column as shown Group III- Complete each or rubber bands to
below. statement. connect them.
a) Dodecagon has _______ Group II. Analyze
angles.
b) A nonagon has ________
vertices.
c) An octagon has ________
angles.
d) A decagon has ______
vertices. Ceramic jars are some of
After the activity, each will the most common
group will present their output decorative items found in
many Filipino Houses. Can
you identify the type of
polygons shown in the
decorative jar? Draw
them.
Group III. Apply
 Directions: Paste the
cutouts of different
polygons intended for the
different columns.
(Teacher will provide
cutouts placed inside the
envelope and the table
needed by the group).
Cutout
Number of sides
Name of Polygon
5 sides
6 sides
11 sides
9 sides
[Link] Parctical application of Call a leader to report for the Re[porting by group Name the figure below. Tell Activity: “Where You Reporting by group
concepts and skills in daily living group. whether it is congruent or not Belong?” ( Recall,
Ask. What are the different Familiarize, Model and
kinds of polygon? Decide –
How are they identified? RFMD Activity)
Present the chart of the Strategy: Thinking Skills
different kinds of polygon Mechanics:
 Distribute cut outs of
polygons to the pupils.
 Ask to find pair and work
by pair to classify the figure
received according to the
Allow them to manipulate
the figure by measuring
their sides.
 Identify whether the
figure received is regular or
irregular.
[Link] generalization and What are polygons? What do you call a polygon with : What are polygons? What are polygons? What do you call a
abstraction about the lesson How are they classified? 5-sides? Polygon with 6 sides? How are they classified? How are they classified? polygon with 5 sides? 6
Etc Differentiate regular from Differentiate regular from sides? etc.
irregular polygons irregular polygons.
[Link] learning Name the figure below. Encircle the polygons. Explain Name each polygon by the Measure and count the Directions: Draw the
why the others are not polygons the number of its sides. Tell number of polygons. following polygon.
whether it is regular or not Identify if it is regular or 1. Octagon
 regular irregular polygon. 2. Nonagon
(see chart) 3. Heptagon
4. Decagon
5. Hexagon

[Link] activities for Cut out different polygons and let them answer Keep Moving The figure is divided into Directions: Name some
application or remediation create a figure out of it on page _____, LM Grade 5. smaller regions. Each objects in your house, in
region is lettered. Name school, in your
the polygon formed by surroundings which are 5-
combining the regions 12 sided polygons. Be able
to draw them on a clean
bond paper
[Link]
[Link]
[Link]. of learners who earned ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move ___Lesson carried. Move
80% in the evaluation the next objective. the next objective. the next objective. on to the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got _____% of the pupils got
mastery mastery mastery 80% mastery 80% mastery
[Link] learners who require ___Pupils did not find ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find ___Pupils did not find
additional activities for difficulties in answering their in answering their lesson. difficulties in answering their difficulties in answering difficulties in answering
remediation lesson. ___Pupils found difficulties in lesson. their lesson. their lesson.
___Pupils found difficulties in answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties ___Pupils found difficulties
answering their lesson. ___Pupils did not enjoy the answering their lesson. in answering their lesson. in answering their lesson.
___Pupils did not enjoy the lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy
lesson because of lack of knowledge, skills and interest lesson because of lack of lesson because of lack of the lesson because of lack
knowledge, skills and interest about the lesson. knowledge, skills and interest knowledge, skills and of knowledge, skills and
about the lesson. ___Pupils were interested on about the lesson. interest about the lesson. interest about the lesson.
___Pupils were interested on the lesson, despite of some ___Pupils were interested on ___Pupils were interested ___Pupils were interested
the lesson, despite of some difficulties encountered in the lesson, despite of some on the lesson, despite of on the lesson, despite of
difficulties encountered in answering the questions asked difficulties encountered in some difficulties some difficulties
answering the questions asked by the teacher. answering the questions asked encountered in answering encountered in answering
by the teacher. ___Pupils mastered the lesson by the teacher. the questions asked by the the questions asked by the
___Pupils mastered the lesson despite of limited resources ___Pupils mastered the lesson teacher. teacher.
despite of limited resources used by the teacher. despite of limited resources ___Pupils mastered the ___Pupils mastered the
 used by the teacher. ___Majority of the pupils used by the teacher. lesson despite of limited lesson despite of limited
___Majority of the pupils finished their work on time. ___Majority of the pupils resources used by the resources used by the
finished their work on time. ___Some pupils did not finish finished their work on time. teacher. teacher.
___Some pupils did not finish their work on time due to ___Some pupils did not finish ___Majority of the pupils ___Majority of the pupils
their work on time due to unnecessary behavior. their work on time due to finished their work on time. finished their work on
unnecessary behavior. unnecessary behavior. ___Some pupils did not time.
finish their work on time ___Some pupils did not
due to unnecessary finish their work on time
behavior. due to unnecessary
behavior.

[Link] the remedial work? [Link] ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who ___ of Learners who
learners who have caught up 80% above above 80% above earned 80% above earned 80% above
with the lesson
[Link]. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who ___ of Learners who
to require remediation additional activities for additional activities for additional activities for require additional activities require additional
remediation remediation remediation for remediation activities for remediation

[Link] of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why did ____ of Learners who caught ____ of Learners who caught up ____ of Learners who caught ____ of Learners who ____ of Learners who
these work? up the lesson the lesson up the lesson caught up the lesson caught up the lesson
[Link] difficulties did I ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who ___ of Learners who
encounter which my principal or to require remediation to require remediation to require remediation continue to require continue to require
supervisor can helpme solve? remediation remediation
[Link] innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
materials did used/discover ___Metacognitive ___Metacognitive well: well: well:
which I wish to share with other Development: Examples: Self Development: Examples: Self ___Metacognitive ___Metacognitive ___Metacognitive
teachers? assessments, note taking and assessments, note taking and Development: Examples: Self Development: Examples: Development: Examples:
studying techniques, and studying techniques, and assessments, note taking and Self assessments, note Self assessments, note
vocabulary assignments. vocabulary assignments. studying techniques, and taking and studying taking and studying
___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments. techniques, and vocabulary techniques, and
pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples: Think- assignments. vocabulary assignments.
anticipatory charts. anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: ___Bridging: Examples:
anticipatory charts. Think-pair-share, quick- Think-pair-share, quick-
___Schema-Building: ___Schema-Building: Examples: writes, and anticipatory writes, and anticipatory
Examples: Compare and Compare and contrast, jigsaw ___Schema-Building: charts. charts.
contrast, jigsaw learning, peer learning, peer teaching, and Examples: Compare and
teaching, and projects. projects. contrast, jigsaw learning, peer ___Schema-Building: ___Schema-Building:
teaching, and projects. Examples: Compare and Examples: Compare and
___Contextualization: ___Contextualization: contrast, jigsaw learning, contrast, jigsaw learning,
___Contextualization: peer teaching, and peer teaching, and
Examples: Demonstrations, Examples: Demonstrations,
projects. projects.
media, manipulatives, media, manipulatives, Examples: Demonstrations,
repetition, and local repetition, and local media, manipulatives,
opportunities. opportunities. repetition, and local ___Contextualization: ___Contextualization:
opportunities. Examples: Demonstrations, Examples:
___Text Representation: ___Text Representation: media, manipulatives, Demonstrations, media,
repetition, and local manipulatives, repetition,
Examples: Student created Examples: Student created ___Text Representation:
opportunities. and local opportunities.
drawings, videos, and games. drawings, videos, and games. Examples: Student created
___Modeling: Examples: ___Modeling: Examples: drawings, videos, and games.
Speaking slowly and clearly, Speaking slowly and clearly, ___Modeling: Examples: ___Text Representation: ___Text Representation:
modeling the language you modeling the language you want Speaking slowly and clearly, Examples: Student created Examples: Student
want students to use, and students to use, and providing modeling the language you drawings, videos, and created drawings, videos,
providing samples of student samples of student work. want students to use, and games. and games.
work. providing samples of student ___Modeling: Examples: ___Modeling: Examples:
Other Techniques and work. Speaking slowly and Speaking slowly and
Other Techniques and Strategies used: clearly, modeling the clearly, modeling the
Strategies used: ___ Explicit Teaching Other Techniques and language you want language you want
___ Explicit Teaching ___ Group collaboration Strategies used: students to use, and students to use, and
___ Group collaboration ___Gamification/Learning ___ Explicit Teaching providing samples of providing samples of
___Gamification/Learning throuh play ___ Group collaboration student work. student work.
throuh play ___ Answering preliminary ___Gamification/Learning
___ Answering preliminary activities/exercises throuh play Other Techniques and Other Techniques and
activities/exercises ___ Carousel ___ Answering preliminary Strategies used: Strategies used:
___ Carousel ___ Diads activities/exercises ___ Explicit Teaching ___ Explicit Teaching
___ Diads ___ Differentiated Instruction ___ Carousel ___ Group collaboration ___ Group collaboration
___ Differentiated Instruction ___ Role Playing/Drama ___ Diads ___Gamification/Learning ___Gamification/Learning
___ Role Playing/Drama ___ Discovery Method ___ Differentiated Instruction throuh play throuh play
___ Discovery Method ___ Lecture Method ___ Role Playing/Drama ___ Answering preliminary ___ Answering preliminary
___ Lecture Method Why? ___ Discovery Method activities/exercises activities/exercises
Why? ___ Complete IMs ___ Lecture Method ___ Carousel ___ Carousel
___ Complete IMs ___ Availability of Materials Why? ___ Diads ___ Diads
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Complete IMs ___ Differentiated ___ Differentiated
___ Pupils’ eagerness to learn ___ Group member’s ___ Availability of Materials Instruction Instruction
___ Group member’s collaboration/cooperation ___ Pupils’ eagerness to learn ___ Role Playing/Drama ___ Role Playing/Drama
collaboration/cooperation in doing their tasks ___ Group member’s ___ Discovery Method ___ Discovery Method
 in doing their tasks ___ Audio Visual Presentation collaboration/cooperation ___ Lecture Method ___ Lecture Method
___ Audio Visual Presentation of the lesson in doing their tasks Why? Why?
of the lesson ___ Audio Visual Presentation ___ Complete IMs ___ Complete IMs
of the lesson ___ Availability of ___ Availability of
Materials Materials
___ Pupils’ eagerness to ___ Pupils’ eagerness to
learn learn
___ Group member’s ___ Group member’s
collaboration/cooperati collaboration/coopera
on tion
in doing their tasks in doing their tasks
___ Audio Visual ___ Audio Visual
Presentation Presentation
of the lesson of the lesson

Prepared by: Approved by:

ANTHONETTE LLYN JOICE B. BURGOS JUNILY B. SUPERALES

Teacher III School Officer In-charge