School: Cabangcalan Elementary School Grade Level: V

GRADES 1 to 12 Teacher: Marivic B. Dy Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and FEBRUARY 12 – 16, 2024 (WEEK 3)
Time: 1:00 – 1:50 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

12 13 14 15 16
I.OBJECTIVES
A.Content Standards The learners Demonstrates understanding percent
B.Performance Standards The learner is able to apply percent in mathematical problems and real-life situations
C.Learning Competencies/Objectives Visualizes, name and describes Describes polygons with 5 or more Describes and compares properties Draws polygons with 5 or more CATCH – UP FRIDAY
polygons with 5 or more sides. sides of polygons ( regular and irregular sides
M5GE-IIIc19 Code: M5GE-IIIc-19 polygons Code: M5GE-IIIc-21
.M5GE-IIIc-20
II.CONTENT Visualizing, Naming and Describing Visualizing, Naming and Describing Describing and Comparing Properties Drawing polygons with 5 or more
Polygons with 5 or Polygons with 5 or of Polygons sides
More Sided Polygons More Sided Polygons ( Regular and Irregular Polygons )
LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p.61 CG p.61 CG p.61 CG p.61
2.Learners’s Materials pages
3.Textbook pages Growing Up with Math 5, p. 215 21st Century Mathematics 5,
pages 293-297
4.Additional materials from learning DepEd Learning Portal Math 5 – DLP Grade4 Module 72
resource (LR) portal Module 46: Drawing 5 or more- sided
polygon (7267
B.Other Learning Resource cut-outs, geoboard Cutouts, drawings, real objects Cut-outs, powerpoint Metacards, PowerPoint
presentation, cutouts
III.PROCEDURES
A.Reviewing previous lesson or Korek ka ba dyan? 1. Drill Checking of assignments 1. Review
presenting the new lesson Mechanics: Directions: Identify the different Identify the different geometric Strategy: Think Pair Share
a. Group the pupils into 4’s. geometric figures figures Game: What am I?
b. Distribute envelopes with (see DLP) 1. I am a 3-sided polygon with
geometric figure to each group such as Look at our blackboards congruent sides.
drawings of parallel lines, intersecting Do they have the same size and 2. I have one pair of parallel
lines, ray, line segment, perpendicular shape sides.
lines. Look around the room. 3. All my sides are congruent and
c. As the teacher flashes the What objects have the same size and no right angles.
words, the pupils will get from the shape? 4. I am a 3-sided polygon with 2
envelope the geometric figures and congruent sides.
put it on the board assigned for the 5. My 4 sides are equal. All my
groups. sides are right angles.
B.Establishing a purpose for the lesson “What am I” – kinds of angles The teacher shows different cutouts Game : What am I? The teacher shows different
The teacher flashes a card and real objects. 1. I am a 3-sided polygon pictures or real objects like:
with the following questions. Let it be What do you see class? with congruent sides. (equilateral What do you see in the first
answered by the pupils. How many sides are there in the triangle) picture? Second? Third?
a. I measure less than 90°. picture? 2. I have one pair of How many sides are there in the
 b. I measure 110° parallel sides. ( trapezoid) pictures?
c. I measure 18° 3. All my 4 sides are
d. I measure 90° congruent and no right angles. (
e. I measure more than 90° rhombus)
but less than 180° d. I am a 3- sided polygon
with 2 congruent sides ( Isosceles
triangle )
e. My 4 sides are equal. All
my sides form right angles. (square)
C.Presenting Examples/ instances of the Using the laptop let the pupils draw Strategy: Geoboard Game (Looking for Present these figures Approach: Constructivism
new lesson different polygons Pattern) Strategy: Direct Instruction
Materials: geoboard, rubber band Activity: TGA
The teacher uses geoboard in Materials: geoboard, 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 4,5,6,7, etc.
polygon shown in the geoboard sided polygons.
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 let
them identify it.
D.Discussing new concepts and What kinds of polygons were made? Strategy: Activity Work a. Group the pupils into four. How many sides are there in the
practicing new skills #1 How did you say that it is a polygon? Materials: cutouts of 5-12 sided b. She or he distributes polygon shown in the geoboard?
Etc. polygons cutouts placed in an envelope. What do you call a polygon with 5
Mechanics: c. Let the pupils paste the sides? 6 sides? 7 sides? etc.
a. Group the pupils into four. cutouts intended for the different Let them draw 5-12 sided
Page536 column as shown below. polygon?
b. She or he distributes cutouts placed
in an envelope. Cutou Numb Nam Lengt
c. Let the pupils paste the cutouts t er of e of h of
intended for the different column as sides poly each
shown below gon side
Cutout # of sides Name of (same
polygon or not
same)

6
sides
E.Discussing new concepts and Present these figures using a Directions: Draw the following Call a leader to report for the Strategy: Working in Pair
practicing new skills #2 geoboard polygons. group. Directions: Draw the following:
1. Heptagon Ask. What are the different kinds of 1. Heptagon
 2. Pentagon polygon? Page551
3. Hexagon What is a regular polygon? 2. Hexagon
4. Parallelogram Irregular polygon? 3. Octagon
5. Decagon Compare the charts of a regular and 4. Nonagon
irregular polygons

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.

F.Developing Mastery Material : cut-outs of 5-12 sided Directions: Group the class into 3. Let Discuss the presentation under Approach: Constructivism
polygons. each group perform the Explore and Discover on page ___, Strategy: Activity based using 3
Mechanics : activity written on the activity sheet. LM Math Grade 5. Let the pupils do A’s
a. Group the pupils into four. Group I- On an Illustration board, make the activity under Get Moving on Group I. Act
b. She or he distributes models of different polygons. page ___, LM Grade 5. Check the Using bamboo sticks or plastic
cutouts placed in an envelope. Group II- Using bamboo sticks or plastic pupil’s work. straw ( to be provided by the
c. Let the pupils paste the straws, make models teacher) make models of the 5-12
cutouts intended for the different Group III- Complete each statement. sided polygons. Use string or
column as shown below. a) Dodecagon has _______ angles. rubber bands to connect them.
b) A nonagon has ________ vertices. Group II. Analyze
c) An octagon has ________ angles.
d) A decagon has ______ vertices.
After the activity, each will group will
present their output

Ceramic jars are some of the

most common 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
G.Finding Parctical application of Call a leader to report for the group. Re[porting by group Name the figure below. Tell Reporting by group
concepts and skills in daily living Ask. What are the different kinds of whether it is congruent or not
polygon?
How are they identified?
Present the chart of the different
kinds of polygon

H. Making generalization and What are polygons? What do you call a polygon with 5- : What are polygons? What do you call a polygon with 5
abstraction about the lesson How are they classified? sides? Polygon with 6 sides? Etc How are they classified? sides? 6 sides? etc.
Differentiate regular from
irregular polygons
IV. Evaluating learning Name the figure below. Encircle the polygons. Explain why the Name each polygon by the the Directions: Draw the following
others are not polygons number of its sides. Tell whether it is polygon.
regular or not regular 1. Octagon
2. Nonagon
3. Heptagon
4. Decagon
5. Hexagon

V. Additional activities for application Cut out different polygons and create let them answer Keep Moving on Directions: Name some objects in
or remediation a figure out of it page _____, LM Grade 5. your house, in school, in your
surroundings which are 5-12
sided polygons. Be able to draw
them on a clean
 bond paper
REMARKS
REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require additional
activities for remediation
C.Did the remedial 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
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?

Prepared by:

MARIVIC B. DY
Noted: Teacher I

MARY ANN M. PERIAS

Principal II
 School: Cabangcalan Elementary School Grade Level: V
GRADES 1 to 12 Teacher: Marivic B. Dy Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and FEBRUARY 19 – 23, 2024 (WEEK 4)
Time: 1:00 – 1:50 Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

19 20 21 22 23
I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of polygons
B.Performance Standards The learner is able to construct and describe polygons
C.Learning Competencies/Objectives Visualizes congruent polygons Visualizes congruent polygons Visualizes and describes a circle Identify the terms related to a circle CATCH – UP FRIDAY
Code: M5GE-IIId-22, Code: M5GE- IIId-22 Code: M5GE – IIId.23, Code: M5GE-IIId-23
II.CONTENT Visualizing Congruent Polygons Visualizing congruent polygons Visualizing and describing a circle Geometry
.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 61/Lesson Guide in Elem. Math CG p. 61/ Lesson Guide in Elem. Math CG p. 61 CG p. 61/ Mathematics for Better
Gr. 5 pp. 358-362 Grade 5 pp. 358-362 Life ™5 pp.226-228
2.Learners’s Materials pages
3.Textbook pages Mathematics for Better Life 5, p.350 Growing Up with Math 5 pp. 244-246 Mathematics for Better Life, pp Mathematics for Better Life TX
pp234-236
4.Additional materials from learning BEAM LG Gr. 5 Geometry DepEd Learning Portal, Math 5
resource (LR) portal
B.Other Learning Resource Charts, flash cards, graphing paper, cut-outs of polygons, activity sheets metacards, charts, protractor, circle- Models of plane figures with curved
cutouts of different polygons power point presentation shaped objects edges, puzzle of different
graphing paper, scissors pictures of circles, circular cutouts
III.PROCEDURES
A.Reviewing previous lesson or 1. Drill 1. Review: Identifying Polygons 1. Drill 1. Drill on visualizing circle
presenting the new lesson Climbing the ladder Strategy: Guessing Game – What Am I Directions: Which of the following is The teacher uses pictures or real
Mechanics 1. I am a 3-sided polygon with a circle. objects and let the pupils identify
a. The teacher group the pupils into 2 congruent side whether it is a circle or not
– boys and girls. 2. I am 4-sided polygon with congruent Directions: Clap your hands twice if
b. He or she flashes the geometrical sides the object is a circle and stamp your
figures written on the flash cards and 3. I have nine sides 2. Review feet thrice if it is not
let it be identified by the pupils. 4. I am a four- sided polygon with one What is a polygon? 2
c. The pupils who answer the question pair of parallel side. Give examples of polygons
will step one ladder up. The first group 5. I am a 3-sided polygon with two sides
to reach the top is the winner. equal
B.Establishing a purpose for the lesson Ask: Look at our blackboards. Do they Look at our blackboards. Do they have the same size and Is a circle a polygon? Why do you Strategy: Game (puzzle)
have the same size and shape? think so? Mechanics:
Shape? Look around the room. What Look around the room. What objects have the same size 1. Divide the class into four groups.
objects have the same and shape? 2. Group Leaders will pick or get the
shape and size? envelope containing parts of puzzle.
Values Integration 3. Give them 1 minute to form the
Ask some pupils to relate their puzzle. And the first group to
experiences. Lead them to complete
 the discussion that will develop their it wins the game.
willingness to do 4. Remind each pupil to be a good
the assigned tasks. sport when playing games
C.Presenting Examples/ instances of Strategy: Looking for the correct pair Materials: cut outs of polygons, ruler, Have the pupils observe the circles a. Strategy: Paper Folding Activity
the new lesson Materials: cutouts of polygons, ruler, protractor below. Mechanics:
protractor and identify them Mechanics: Take a look at each of the circles. Do 1) Divide the class into 5 groups.
Mechanics: a. Group the pupils into 4’s. you find any line segment? 2) Give each group a piece of
a. Group the pupils into 4’s. b. Distribute envelopes with cut outs of circular cutout.
b. Distribute envelopes with cutouts of polygons, two of which are pair. 3) Let them fold it in half. (Focus the
polygons, two of which are c. Let the pupils look for the pair of pupils’ attention on the line
pair. polygons as shown below. Let them segment formed by the fold.
c. Instruct the pupils to look for the measure the sides and the angles. Let Introduce the term Diameter to
pair of the polygons as shown them paste the polygons in pair on name
below. Let them measure the sides a manila paper the line segment.
and the angles. Let them What can you say about the sides of 4) After that, let them fold the
paste the polygons in pair on manila each pair of polygons? cutout such that the diameter is
paper What can you say about the shape? halved. (Introduce the term radius
d. Ask the pupils. What can you say What can you say about the angles? to the name of the new line
about the sides of each pair segment formed). How the length of
of polygons? What can you say about the radius compares with the
the shape? What diameter? What is
Can you say about the angles? a diameter? What is a radius?
e. Let the pupils draw congruent 5) Using a marker, let them mark
polygons and identify them. the center of the circle. (Specify that
a center named the circle.
b. Present another circle
cutout/picture like shown below
Look at the circle that is posted. Can
you give the lines in a circles?
How do we name this circle?
What can you say on Line ED? How
will you the describe it? (so we
called it chord whose endpoints lie
on a circle.)
D.Discussing new concepts and Teacher then processed the output Mechanics: Strategy: Direct Instruction Directions: Group the class into
practicing new skills #1 done by each group. a. Group the pupils into 4 groups A circle is a simple closed curved. It four. Use the illustrated circle at the
b. Let them bring out their ruler and is composed of a set of points right in answering the items in the
graphing paper equidistant from a fixed point called activity.
c. Instruct the pupils to draw different the center of the circle. 1. The circle is named as ________.
polygons using the graphing paper. In the illustration point O is found 2. OT is a _________.
Draw one pair of polygons with the at the center of the circle. 3. OE is a _________.
same size and shape A circle is named by its center. This 4. HE is a _________.
Group 1- three-sided polygons like circle is called circle O. 5. The center of the circle is
equilateral, isosceles Segment OA is a radius. Radius is a ________.
and scalene line segment from the center 6. Name 3 radii:
Group 2- four-sided polygons to any point on the circle. A radius is _______,_______,_______.
Group 3- five to seven-sided polygons half of a diameter. 7. Name 2 diameters:
Group 4- eight to ten-sided polygons We can use a protractor to draw a ________,________,________
 d. Let the pupils compare the figures circle. A protractor is 8. Name the chords:
they cut. an instrument that is used to draw _________,_________.
e. What can you say about their size circles with different radii.
and shape? We can also trace a circle from other
f. Guide the pupils to answer that the objects with a shape of
pair of plane figure with exactly a circle.
the same shape and size are congruent.
g. Ask: How did you feel when
performing the activity?
What value is developed when you
performed the activity?
E.Discussing new concepts and a. How do you find the activity? Presentation of each group Presentation of each group
practicing new skills #2 b. When do you say that two polygons
are congruent?
c. What other strategies will you use
to help you find that
two or more polygons are congruent?
F.Developing Mastery Directions: Look at the figures. Which Directions: Identify the figure in Figure I Strategy: Thinking Skills
of them appears to be congruent? that is congruent in Figure II Analyze the following figures. What Directions: Use circle O at the right
Name Figure I Figure II are they? to identify each line segment as
the pairs 1. Quadrilateral FBEF __________ a radius, a diameter and a chord.
2. Triangle CBE __________ 1. Line AC
3. Triangle GCH __________ 2. Line OA
4. Quadrilateral ACGF __________ 3. Line FM
5. Triangle CDE __________ 4. Line OD
6. Triangle ABF __________ 5. Line OC
7. Segment FH __________ 6. Line OF
8. Segment BC __________ 7. Line AB
9. Angle DCE __________ 8. Line DC
10 Triangle CDB
G.Finding Parctical application of Directions: Look at the things inside 1. Look at the things inside the Using the circles and Directions: Form five groups. Let
concepts and skills in daily living the classroom and identify classroom and identify the congruent different shapes given to your group, each group draw their own circle.
the congruent sides or faces. sides or faces. create a new figure from it. Post your Have them illustrate a radius,
a. books d. tables a. books b. tables c . chalkboard work and explain what you have diameter and a chord. Give
b. chalkboard e. walls d. wall e. cabinets formed them time to do this. Each group
c. cabinets 2. Find pair of figure in your classroom will present their output
that shows congruency
H.Making generalization and When do you say that two polygons Lead the pupils to generalize that two What is a circle? How will you identify the radius,
abstraction about the lesson are congruent? polygons are congruent if: diameter, chord and center of a
a. Both have the same shape and size. circle?
b. Tracing of one fits the other.
c. Their corresponding angles and sides
are congruent
IV. Evaluating learning Directions: Check the letter of the Evaluating Learning Directions: Draw objects that can be found inside and Directions: Refer to the circles
figure that is congruent to the first Write the letter of the figure that is outside the below to answer the following
figure congruent to the first figure. classroom that has a shape of a circle. Label the object 1. Name the diameters and radii in
you have drawn the circle.
2. Which line segments in the circle
 are chords

V. Additional activities for application Directions: Draw 2 congruent figures Directions: Directions: Name 5 things found in Directions: Have the pupils work in
or remediation of the following polygons. Certain artists, such as Pablo Picasso, your home that has a shape of a pairs. They will each fold a
1. Trapezoid created paintings and drawings using a circle circle to show 4 diameters and
2. Octagon style called “cubism.” Cubism is an name the diameters
3. Pentagon abstract style where the artist arranges and the radii formed. Have them
4. Isosceles triangle cubes and other geometric forms in explain what part of
5. Decagon their work. A cubist painting could each diameter a radius is.
contain shapes like those below. Enrichment
REMARKS
REFLECTION
A.No. of learners who earned 80% in
the evaluation
B.No.of learners who require
additional activities for remediation
C.Did the remedial 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
helpme solve?
G.What innovation or localized
materials did used/discover which I
wish to share with other teachers?

Prepared by:

MARIVIC B. DY
Noted: Teacher I

MARY ANN M. PERIAS

Principal II